IDEA Part D Annual Report. U S DEPARTMENT OF by fb0074c5f0d9a297

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									         U.S. DEPARTMENT OF EDUCATION




2006 ANNUAL REPORT TO CONGRESS
   ON THE INDIVIDUALS WITH DISABILITIES
         EDUCATION ACT, PART D
2006 ANNUAL REPORT TO CONGRESS ON THE
INDIVIDUALS WITH DISABILITIES EDUCATION ACT, PART D




Prepared for:
U.S. Department of Education
Office of Special Education and Rehabilitative Services
Office of Special Education Programs

by:
American Institutes for Research
This report was produced under U.S. Department of Education Contract No. ED04CO0025 with
the American Institutes for Research. Reneé Bradley served as the contracting officer’s
representative. No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise mentioned in this publication is intended or should be inferred.

U.S. Department of Education
Margaret Spellings
Secretary

Office of Special Education and Rehabilitative Services
Tracy R. Justesen
Assistant Secretary

Office of Special Education Programs
William W. Knudsen
Acting Director

March 2008

This report is in the public domain. Authorization to reproduce it in whole or in part is granted.
While permission to reprint this publication is not necessary, the citation should be: U.S.
Department of Education, Office of Special Education and Rehabilitative Services, Office of
Special Education Programs, 2006 Annual Report to Congress on the Individuals with
Disabilities Education Act, Part D, Washington, D.C., 2007.

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Contents
Introduction........................................................................................................................................................1

Overview of Programs, FY 2006.....................................................................................................................3
      Authorized Program Description and Appropriation ...........................................................................3
      FY 2006 New Awards by Program and Competition Area..................................................................4
      Number of and Dollar Amounts for FY 2006 Awards.........................................................................9

Project Abstracts for New FY 2006 Awards ...............................................................................................11
      Personnel Development to Improve Services and Results for
          Children with Disabilities..................................................................................................................11
      Technical Assistance and Dissemination to Improve Services and Results for
         Children with Disabilities..................................................................................................................43
      Technology and Media Services for Individuals with Disabilities .....................................................51
      Training and Information for Parents of Children with Disabilities.................................................59

Appendix: Descriptions of Studies and Evaluations Conducted in FY 2006.........................................71




                                                                                                                                                                  iii
Introduction
The purpose of this report is to provide an annual overview of activities funded under the
Individuals with Disabilities Education Act (IDEA), Part D (National Activities to Improve
Education of Children with Disabilities), subparts 2 and 3 (P.L. 108-446). As required in
20 U.S.C. § 681(a)(4):

        The Secretary shall annually report to Congress on the Secretary’s activities under
        subparts 2 and 3, including an initial report not later than 12 months after the date of
        enactment of the Individuals with Disabilities Education Improvement Act of 2004. 1

IDEA, Part D, includes programs that support personnel development, technical assistance,
model demonstration projects and information dissemination, as authorized under subpart 2 of
IDEA, Part D (20 U.S.C. § 1461). It also supports parent training and technology to improve
results for children with disabilities, as authorized under subpart 3 of IDEA, Part D (20 U.S.C. §
1470). A total of 633 awards, including both new awards and continuations, were funded in
FY 2006 under subparts 2 and 3 of IDEA, Part D. This report includes an overview of these
programs and awards for FY 2006, along with abstracts of the 157 projects that were funded as
new awards.




1
 Individuals with Disabilities Education Improvement Act of 2004, P.L. 108-446, 108th Congress, Dec. 3, 2004.
Available at: http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2C (last accessed Feb. 27, 2007).


                                                                                                                1
Overview of Programs, FY 2006
Authorized Program Description and Appropriation
Below are the programs funded under subparts 2 and 3 of IDEA, Part D. The FY 2006
appropriation for each program is indicated in parentheses.

Special Education—Personnel Development to Improve Services and Results for Children
with Disabilities ($89,719,740). This program addresses state-identified needs for highly
qualified personnel to work with children with disabilities. It ensures that those personnel have
the skills and knowledge—derived from practices that have been determined through research
and experience to be successful—that are needed to serve those children.

Technical Assistance and Dissemination to Improve Services and Results for Children with
Disabilities ($48,903,030). This program promotes academic achievement and improves results
for children with disabilities by supporting technical assistance, model demonstration projects,
dissemination of useful information, and implementation activities that are supported by
scientifically based research.

Technology and Media Services for Individuals with Disabilities ($38,427,840). This
program promotes the development, demonstration and utilization of technology; supports
educational media services activities designed to be of educational value in the classroom setting
to children with disabilities; and provides support for captioning and video descriptions deemed
appropriate for children with disabilities in the classroom setting.

Training and Information for Parents of Children with Disabilities ($25,704,360). This
program was developed to ensure that parents of children with disabilities receive appropriate
training and have the necessary knowledge and information they need to help improve results for
their children.

Special Education—Studies and Evaluations ($9,900,000). This program is designed to assess
progress in implementing IDEA, including state and local efforts to provide: (1) free appropriate
public education to children with disabilities, and (2) early intervention services to infants and
toddlers with disabilities. The Office of Special Education and Rehabilitative Services (OSERS)
administered the program until FY 2006, when it was moved organizationally to the
Department’s Institute of Education Sciences, as directed by the 2004 reauthorization of IDEA.
Prior to FY 2005, the program was funded from funds set aside under the Special Education—
Grants to States program (CFDA #84.027). Funds carried forward from FY 2004 supported
continuations in FY 2006 and a congressionally mandated study of students assessed against
alternative achievement standards. (See the appendix for descriptions of individual studies
conducted under this program.)




                                                                                                    3
Overview of Programs


FY 2006 New Awards by Program and Competition Area
The dollar figures in parentheses next to the titles represent the amounts awarded in FY 2006. To
view the full announcements of the FY 2006 grant competitions, visit
www.ed.gov/news/fedregister/announce/index.html.

Special Education—Personnel Development to Improve Services and Results for
Children with Disabilities: Catalog of Federal Domestic Assistance (CFDA) #84.325
CFDA #84.325D          Preparation of Leadership Personnel ($4,250,000)
Projects are funded to conduct the following preparation activities for leadership personnel:
(1) preparing personnel at the doctoral and postdoctoral levels to administer, enhance or provide
special education and related services, or early intervention services for children with disabilities
or (2) preparing personnel at the advanced levels (master’s and specialist) in special education
administration and supervision.

CFDA #84.325F          National Center to Enhance the Professional Development of School
                       Personnel Who Share Responsibility for Improving Results for Children
                       with Disabilities ($1,350,000)
The project is funded to: (1) help address state-identified needs for highly qualified personnel in
special education, related services, early intervention, and regular education to work with infants,
toddlers or children with disabilities, and (2) ensure that those personnel have the skills and
knowledge—derived from practices that have been determined through research and experience
to be successful—that are needed to serve those children.

CFDA #84.325K          Combined Priority for Personnel Preparation ($11,595,818)
Projects are funded to increase the number and quality of personnel who are fully credentialed to
serve children with disabilities especially in areas of chronic shortage. They provide preparation
for personnel in special education and related services and in early intervention personnel at the
associate, bachelor’s, master’s, and specialist levels.

CFDA #84.325L          Interdisciplinary Training in Analysis of Large-Scale Databases
                       ($499,926)
The project is funded to train doctoral students in employing large-scale, nationally
representative data sets to conduct research in special education policy.

CFDA #84.325P           Principal Leadership Professional Development Center to Support
                        Schoolwide Improvement for All ($285,000)
The project is funded to support principals in their efforts to improve student academic performance
by implementing unified, schoolwide improvement initiatives that are designed to ensure
participation in the general education curriculum for all students, including students with disabilities.
The Professional Development Center will: (1) build the capacity of principals to use evidence-based
schoolwide improvement practices that span kindergarten through grade 12; (2) provide training and
on-site professional development to principals in partner schools to lead schoolwide improvement;
and (3) evaluate, replicate, and widely disseminate the most successful evidence-based, schoolwide
systemic improvement practices available to principals throughout the United States for schoolwide


4
                                                                                 Overview of Programs


improvement activities that include students with disabilities and provide the students with access to
the general education curriculum in the least restrictive environment.

CFDA #84.325S            Center on High-Quality Personnel in Inclusive Preschool Settings
                         ($474,433)
The project is funded to support a center that will increase the number of high-quality early
childhood personnel who serve preschoolers with disabilities in inclusive settings through
professional development opportunities and in-service trainings. The center will coordinate the
provision of research-based personnel professional development opportunities and in-service
activities for early childhood special educators, related-services personnel, pre-kindergarten
teachers, Head Start teachers, and child care providers. The center will coordinate these activities
by developing state networks that include state and local early childhood program administrators
(including IDEA, Part B, Sec. 619, coordinators, child care administrators, and Head Start state
liaisons), local early care and education providers, early childhood teacher trainers (institutions
of higher education and community colleges) and technical assistance providers. The center will
assist each network in developing a plan for providing training in evidence-based preschool
inclusion models and practices.

Technical Assistance (TA) and Dissemination to Improve Services and Results for
Children with Disabilities: CFDA #84.326
CFDA #84.326B           Technical Assistance Center on Evidence-based Practices to Improve
                        Early Literacy and Language Development of Young Children with
                        Disabilities ($799,715)
The project is funded to build on the existing database of evidence-based and promising
intervention practices and to identify, disseminate, and assist in the implementation of the most
successful practices available that improve the early literacy and language outcomes of young
children with disabilities. The center will provide the conceptual framework and research base
for intervention practices and a cohesive decision-making model related to implementing those
practices. Central to any successful TA center will be consideration of the availability of
professionals who can coordinate and deliver an effective and practical approach to TA that
providers and programs can adopt, TA efforts that support and enhance evidence-based practices,
and TA efforts that support federal provisions for delivery of services to infants, toddlers, and
preschool children with disabilities (IDEA, Part C and Part B, Sec. 619).

CFDA #84.326D           Postsecondary Education Programs for Individuals Who are Deaf
                        ($1,300,000)
This activity funds four technical assistance centers to provide a range of postsecondary
education institutions, including academic, vocational, technical, continuing, and adult education
programs, to expand the array of educational opportunities within the region that are available to
students who are deaf. The centers must provide technical assistance to institutions currently not
serving students who are deaf to help these institutions develop services for students who are
deaf. The centers also must provide technical assistance to institutions currently serving
individuals who are deaf to improve existing programs. In carrying out the objectives of this
priority, the centers must distribute technical assistance services and resources equitably, taking
into account population and geographic size, within each state in its targeted geographic region.


                                                                                                         5
Overview of Programs


Note: This activity appears under the Technical Assistance and Dissemination projects, but is
jointly funded for a total of $4 million. The amount listed above is the Technical Assistance and
Dissemination money contributed to this program. In addition, $1,700,000 from Personnel
Development funds and $1,000,000 from Technology and Media Services funds support
this activity.

CFDA #84.326H           National Early Childhood Technical Assistance Center ($3,000,000)
The project is funded to ensure that eligible infants, toddlers, and young children (ages birth
through 5 years) with disabilities receive services under parts C or B of IDEA that ultimately
improve their developmental and early learning outcomes. For children receiving services under
Part C, the purpose includes ensuring their families receive quality services. The technical
assistance center is focusing on strengthening state and local systems resulting in improved
outcomes for infants and toddlers, their families, and preschoolers with disabilities. The center is
engaged in a variety of leadership and technical assistance activities to promote evidence-based
strategies and supports.

CFDA #84.326M            Model Demonstration Centers on Implementing Tertiary-Level Behavioral
                         Interventions ($1,199,831)
There are three centers funded to develop models that incorporate evidence-based, tertiary-level
interventions within a schoolwide behavior model for students in elementary, middle, and high
school, in regular and special education classrooms. These models must apply and test research
findings in typical settings where children with disabilities receive services to determine their
usefulness, effectiveness, and general applicability to these typical settings. To meet this priority,
the centers must design and implement models that: (1) target the group of children who have not
been responsive to universal or primary behavioral strategies or remedial evidence-based
interventions and who require intensive and individualized behavioral interventions at the
tertiary-level; (2) are based on evidence-based practices, strategies and interventions; (3) have a
process for the collection, analysis, and use of data for decision-making; and (4) include a
professional development strategy.

CFDA #84.326T           National Technical Assistance and Dissemination Center for Children
                        Who Are Deaf-Blind ($1,850,000)
This project is funded to provide specialized technical assistance, training, dissemination, and
informational services to states, families, agencies, and organizations that are responsible for the
provision of early intervention, special education, related services, and transitional services for
infants, toddlers, and children who are deaf-blind. A major emphasis of this priority is building
capacity and the implementation of systems interventions so that quality outcomes can be
achieved for all children and young adults who are deaf-blind. Its technical assistance, training,
and dissemination approach addresses the gap in knowledge and evidence-based practice to
improve outcomes for this unique population.

CFDA #84.326X          General Supervision Enhancement Grants ($3,431,698)
These projects are funded to assist states in improving their capacity to accurately report on the
performance and participation of children with disabilities on the states’ assessments. Projects
funded by this priority are intended to: (1) develop alternate achievement standards aligned with
the states’ academic content standards; (2) develop high-quality alternate assessments that


6
                                                                                Overview of Programs


measure the achievement of students with the most significant cognitive disabilities based on
those standards; (3) report on the participation and performance of students with disabilities on
alternate assessments; and (4) develop appropriate assessment accommodations that do not alter
the established reliability and validity of the assessment instrument.

Technology and Media Services for Individuals with Disabilities: CFDA #84.327
CFDA #84.327A           Steppingstones of Technology Innovation for Students with Disabilities
                        ($2,933,973)
These projects are funded to develop and refine the use of technology-based approaches to
improve the education outcomes of preschool, elementary, middle school, and high school
children with disabilities. Projects funded focus on either: (1) the evaluation of the suitability and
feasibility of promising technology-based interventions for implementation within the field or (2)
the field testing and rigorous scientific analysis of a technology-based approach to improve the
outcomes of children with disabilities.

CFDA #84.327C            Television Access ($1,129,950)
These projects are funded to describe, or describe and caption, widely available programs that
are appropriate for, and designed to be of educational value in the classroom setting for children
with disabilities at the preschool, elementary or secondary level.

CFDA #84.327E           American Printing House for the Blind (APH) ($920,500)
This earmark supports, through APH, the planning for the establishment of the National
Instructional Materials Access Center (NIMAC). NIMAC will receive print and instructional
materials prepared in the National Instructional Materials Accessibility Standard (NIMAS) and
maintain a catalog of them; provide access of these materials free of charge to people with print
disabilities in elementary and secondary schools; and develop, adapt, and publish materials to
protect against copyright infringement.

CFDA #84.327K          Educational Materials in Accessible Formats for Students with Visual
                       Impairments and Other Print Disabilities ($11,880,000)
This earmark supports the Recording for the Blind & Dyslexic (RFB&D), which annually
produces and distributes educational and audio textbooks for print-disabled students in the
United States. This project has four main efforts: (1) the distribution of more than 250,000 copies
of books in both analog and digital audio; (2) the production of audio materials through use of
volunteers; (3) outreach through its Educational Outreach Program; and (4) a full-year
experimental effectiveness study.

CFDA #84.327N          Captioned and Described Educational Media: Selection, Closed
                       Captioning, Video Description, and Distribution ($1,499,460)
This project is funded to support one cooperative agreement for the selection, acquisition,
captioning, video description, and distribution of educational media that is appropriate for use in
the classroom setting on a nonprofit free-loan basis, for use by students with sensory disabilities,
and individuals directly involved in elementary or secondary classroom activities. This priority
would ensure that students who have hearing or vision impairments would benefit from the same



                                                                                                     7
Overview of Programs


educational media used to enrich the educational experiences of students and other individuals
who do not have sensory disabilities.

CFDA #84.327Q            Congressional Earmark—WETA ($1,485,000)
This earmark supports WETA’s “Reading Rockets”, a multimedia project that disseminates
research-based findings on teaching reading to young children through television programs, Web
sites, print materials, and outreach programs. This project has four main efforts: (1) to operate
and expand the “Reading Rockets” Web sites; (2) to produce a 10th half-hour television program
about teaching children with learning disabilities how to read; (3) to conduct two new
teleconferences; and (4) to conduct vigorous outreach and promotion.

CFDA #84.327Z          Center to Support Technology Innovation for Students with Disabilities
                       ($799,997)
This project is funded to advance learning opportunities and achieve better results for children
and youths with disabilities by: (1) developing and implementing a network of collaborative
partnerships; (2) promoting the distribution and use, of technology-related products and
approaches with potential to improve results for children and youths with disabilities; and (3)
tracking developments in government, private industry, early intervention, education, and similar
areas and analyzing these existing and emerging needs, issues, and trends to foster technology
innovation that will improve results for children and youths with disabilities.

Training and Information for Parents of Children with Disabilities: CFDA #84.328
CFDA #84.328C           Community Parent Resource Centers ($989,993)
These projects are funded to support community parent training and information centers in
targeted communities that will help ensure that underserved parents of children with disabilities,
including low-income parents, parents of children who are English language learners, and
parents with disabilities in a community, have the training and information they need to enable
them to participate effectively in helping their children with disabilities to: (1) meet established
developmental goals and challenging standards that have been established for all children and
(2) prepare to lead productive adult lives, as independently as possible.

CFDA #84.328M           Parent Training and Information Centers (PTI) ($4,917,674)
Projects are funded to: (1) provide training and information that meets the training and
information needs of parents of children with disabilities in the geographical area served by the
PTI, particularly underserved parents and parents of children who may be inappropriately
identified as having a disability when the child may not have a disability; (2) assist parents to
understand the availability of, and how to effectively use, procedural safeguards under IDEA,
including encouraging the use and explaining the benefits of alternative methods of dispute
resolution, such as the mediation process described in IDEA; (3) serve the needs of parents of
infants, toddlers, and children with a full range of disabilities; and (4) familiarize center staff
with the provision of special education and related services in the areas they serve to help ensure
that children with disabilities are receiving appropriate services.




8
                                                                                          Overview of Programs



Number of and Dollar Amounts for FY 2006 Awards
The two figures below provide information on the number of awards in FY 2006 and the dollar
allocation by program area. Figure 1 depicts the total number of awards in FY 2006 and the
percentages in each program area that were new versus continuation.

FIGURE 1:            Number of awards, new and continuation, and percentage of each,
                     by program, FY 2006

              100%
               90%
               80%
 Percentage




               70%                                                                39
               60%        476                284                76                                  77
               50%
               40%
               30%
               20%                                                                20
               10%        157                85                 23                                  29
                0%
                          Total          Personnel         Technical         Technology      Parent Training
                         (n=633)        Development        Assistance         and Media            and
                                          (n=369)            (n=99)             (n=59)        Information
                                                                                                Centers
                       Continuation                                                              (n=106)
                       New
                                                     Number of Awards


SOURCE:         U.S. Department of Education (ED), Office of Special Education Programs (OSEP), 2007. FY 2007
                ED/OSEP unpublished program budget files.

Figure 2 depicts the total amount of money expended by program on new and continuation
awards in FY 2006.

FIGURE 2:            Dollar allocations for new and continuation awards, by program,
                     FY 2006
                 Program                               New                             Continuation
 Personnel Preparation
 (84.325)                                          $23,007,569                          $65,334,011
 Technical Assistance and
 Dissemination (84.326)                            $11,581,244                          $32,939,999
 Technology and Media
 Services (84.327)                                 $22,625,281                          $15,068,559
 Parent Training and
 Information (84.328)                               $6,160,677                          $19,358,377




                                                                                                                9
SOURCE:   U.S. Department of Education (ED), Office of Special Education Programs (OSEP), 2007. FY 2007
          ED/OSEP unpublished program budget files.
Project Abstracts for New FY 2006 Awards
The final section of this report includes basic descriptive information, including a brief abstract
of each project funded under IDEA, Part D (subparts 2 and 3), new awards made in FY 2006 by
program listed in order by grant number. For a complete listing of all currently funded grants,
please go to http://www.nichcy.org/directories/intro.asp (last accessed April 30, 2007).

Personnel Development to Improve Services and Results for
Children with Disabilities Program (85 New Awards for FY 2006)
Grant/Contract #: H325D060002
Awardee: Rutgers, The State University of New Jersey
Title: Preparation of Leadership Personnel
Project Director(s): Forman, Susan; Gantwerk, Lewis
FY 2006 Amount Awarded: $199,539
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The Concentration in Psychological/Systems Support for Learning will train doctoral-
level school psychologists whose service delivery orientation is evidence-based, culturally
sensitive, collaborative and coordinated with other school practices, and informed by the
literature on organizational functioning, organizational change, and innovation implementation.
These students will understand: (1) how to provide research-based interventions for individual
students with an emphasis on addressing emotional, social, and/or behavioral problems that
impede learning; (2) how to work with teachers and other school personnel to develop inclusive
classrooms that promote positive social and academic behaviors; and (3) how to work at the
organizational level to develop inclusive schools and school districts.

Grant/Contract #: H325D060005
Awardee: Iowa State University
Title: Collaborative Leadership Training Program: Early Childhood Special Education
Project Director(s): Brotherson, Mary Jane; Smith, Carl; Peterson, Carla; Luze, Gayle
FY 2006 Amount Awarded: $190,421
Beginning Date: 1/1/2006
Ending Date: 12/31/2010
Purpose: This project will prepare doctoral-level leadership personnel in the area of early
childhood special education who will gain skills in evidence-based research, university teaching,
program administration, and public policy.




                                                                                                  11
Project Abstracts—Personnel Development


Grant/Contract #: H325D060008
Awardee: Lehigh University
Title: Developing Leaders for Systemwide Change in Urban Environments for Students with or
        at Risk for Emotional/Behavioral Disorders
Project Director(s): Shapiro, Edward; DuPaul, George; Power, Thomas
FY 2006 Amount Awarded: $199,942
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: The purpose of this project is to train leaders in pediatric school psychology, a doctoral
subspecialization that is focused on developing school psychologists who can facilitate linkages
among the school, health, mental health, and family systems to address the educational,
psychological, and health needs of students with or at risk for emotional and
behavioral disorders.

Grant/Contract #: H325D060009
Awardee: Arizona State University
Title: Interdisciplinary Doctoral Training Focusing on Young Children with Disabilities in the
        Southwest Borderlands
Project Director(s): Wilcox, M. Jeanne; Swadener, Beth
FY 2006 Amount Awarded: $199,921
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This doctoral training program addresses the need for interdisciplinary faculty who are
equipped to prepare future personnel and conduct research that can contribute to, and guide,
scientifically based practices for families and their young children with disabilities, during the
early childhood years. The program also aims to include an emphasis on the cultural and
linguistic diversity commonly represented in the Southwest borderland states, creating an
opportunity for in-depth, field-based research and training experiences to promote an
understanding of evidence-based practices for these populations. The project aims to graduate
eight doctoral-level faculty who have an emphasis in early intervention, early childhood special
education, or speech-language pathology with a focus on early childhood. Instructional activities
include a focus on problem-based learning, building relationships and learning within the context
of such relationships, while also modeling and facilitating reflection as a central strategy for
ongoing integration of new knowledge and skills as well as evaluation.

Grant/Contract #: H325D060017
Awardee: University of North Texas
Title: Project STARS: Systematic Training for Autism Researchers and School Personnel
Project Director(s): Callahan, Kevin; Combes, Bertina
FY 2006 Amount Awarded: $199,962
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will develop a new component of the Special Education Ph.D. program at
the University of North Texas, which will focus on the preparation of personnel to assume


12
                                                           Project Abstracts—Personnel Development


leadership roles in the area of autism research, education and training. The program will provide
intensive, high-quality doctoral training to prepare personnel to become recognized leaders in
institutions of higher education, federal and state organizations, and local education agencies and
service centers.

Grant/Contract #: H325D060031
Awardee: Syracuse University
Title: Preparation of Leadership Personnel: Preservice Special Education Doctoral Program
Project Director(s): Biklen, Douglas; Ferri, Beth
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This program will recruit and train doctoral-level leaders as teacher educators,
prepared to teach preservice special educators how to support meaningful access to academic
curriculum for students with disabilities, in New York and other American schools.

Grant/Contract #: H325D060032
Awardee: Ohio State University Research Foundation, Inc.
Title: Leadership Training in the Integration of Research, Personnel Preparation, and Practice in
        Urban Special Education
Project Director(s): Neef, Nancy
FY 2006 Amount Awarded: $399,796
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The project will: (1) prepare special education leadership personnel in urban settings;
(2) prepare leadership personnel to engage in integrated research, personnel preparation, and
professional practice that will enhance special education services for children with disabilities,
including those from culturally and linguistically diverse populations; and (3) evaluate trainee
performance, the effectiveness of the program in meeting project objectives, and the impact of
the project.

Grant/Contract #: H325D060033
Awardee: University of North Texas
Title: Preparation of Leadership Personnel in Special Education with Emphasis in Emotional or
        Behavioral Disorders and Underrepresented Populations
Project Director(s): Bullock, Lyndal
FY 2006 Amount Awarded: $211,333
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will help meet the critical shortage of leadership personnel in special
education, specifically personnel to work with students with emotional or behavioral disorders.
Throughout each of the four years of the project, it will recruit and retain a minimum of six full-
time, grant-funded scholars in the leadership program.



                                                                                                 13
Project Abstracts—Personnel Development


Grant/Contract #: H325D060036
Awardee: San Francisco State University
Title: Special Education Leadership Preparation
Project Director(s): Hanson, Marci
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2007
Ending Date: 9/30/2010
Purpose: A new leadership institute, Special Education Leadership Preparation, will be created
with a particular focus on early childhood special education and those children with mild and
moderate disabilities.

Grant/Contract #: H325D060037
Awardee: Bank Street College of Education
Title: Special Education Leadership for Change
Project Director(s): Spencer, Andrea
FY 2006 Amount Awarded: $393,907
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will prepare leaders to implement and supervise school-based change that
improves outcomes for children in special education classes and settings in New York City
public schools. The objectives are to: (1) recruit and prepare 20 special education teachers; (2)
graduate 20 special education administrators and supervisors, who can improve outcomes for
children with disabilities from diverse urban special education settings; (3) develop leadership
competencies in project participants; and (4) increase participants’ abilities to communicate and
collaborate effectively about important issues, policies, and practices to develop strategies that
will improve outcomes for children with disabilities.

Grant/Contract #: H325D060040
Awardee: Board of Regents, University of Nebraska-Lincoln
Title: Leadership Training in Attention Deficit Hyperactivity Disorder
Project Director(s): Reid, Robert
FY 2006 Amount Awarded: $114,097
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will prepare eight students for leadership positions in the education of
children with attention deficit hyperactivity disorder (ADHD). These students will: (1) be
prepared to address the specialized needs of children with ADHD from diverse cultural and
linguistic backgrounds; (2) be grounded in current research in ADHD; (3) receive training and
practice that integrate research and practice; and (4) be knowledgeable of provisions of IDEA
and the No Child Left Behind Act of 2001.




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                                                           Project Abstracts—Personnel Development


Grant/Contract #: H325D060041
Awardee: University of Kansas Center for Research, Inc.
Title: Leadership in the Teacher Education Core (L-TEC)
Project Director(s): Walther-Thomas, Chriss; Knowlton, Earle; Griswold, Deborah
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will produce doctoral-level (Ph.D.) teacher educators who can
immediately apply evidence-based test practices in teacher education to improve
university-based special education personnel preparation. Project participants will gain expert
knowledge and skills in role functions pertinent to higher education teacher preparation: college
teaching, research in higher education, advisement, supervision and coaching of teachers, and
public service via professional development. The project includes critical experience in each role
for all doctoral participants.

Grant/Contract #: H325D060047
Awardee: University of Central Florida
Title: Recruiting and Preparing Highly Qualified Teacher Educator Scholars
Project Director(s): Wienke, Wilfred; Dieker, Lisa
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will support a doctoral program designed to prepare seven highly
qualified special education leadership personnel for university faculty positions or for service in
training positions in agencies or school systems.

Grant/Contract #: H325D060051
Awardee: Oregon State University
Title: Leadership Training in Adapted Physical Education
Project Director(s): McCubbin, Jeffrey
FY 2006 Amount Awarded: $198,748
Beginning Date: 9/15/2006
Ending Date: 9/14/2010
Purpose: This project will prepare doctoral-level personnel in the area of adapted physical
education special education. Oregon State University will prepare a cadre of eight doctoral-level
personnel who have the necessary knowledge, experiences, and research skills to serve as
effective teacher-trainers, scholars, and advocates or leaders.




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Project Abstracts—Personnel Development


Grant/Contract #: H325D060053
Awardee: University of Kansas Center for Research, Inc.
Title: Doctoral Program for Developing Leaders to Ensure the Academic Success of Students
        with Disabilities in Secondary Schools
Project Director(s): Deshler, Donald; Lenz, B. Keith
FY 2006 Amount Awarded: $400,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare leadership personnel to assume roles that will enhance access
to and success in general education curricula for students with disabilities through high-quality
research for knowledge creation, product development, system change, and personnel
preparation. Doctoral-level students will be prepared to provide leadership in: (1) creating
knowledge by conducting research that will result in the validation of educational practices that
promote the success of students with disabilities in rigorous general education curricula; (2)
designing products (print- or technology-based) that are valued and embraced by school
personnel that lead to improved academic outcomes; (3) changing systems to facilitate the
adoption and sustained use of research-based practices in secondary schools and college and
university programs involved in preparing school personnel; and (4) preparing personnel to use
and effectively integrate research-based approaches, practices, and interventions to significantly
enhance the academic success of students in the context of secondary schools.

Grant/Contract #: H325D060063
Awardee: University of Kansas Center for Research, Inc.
Title: Leadership Outcomes Program in Education and Family Policy for Students with
         Significant Cognitive Disabilities Program
Project Director(s): Turnbull, Ann
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare five national leaders through the Leadership and Outcomes
Program in Education and Family Policy for Students with Significant Cognitive Disabilities.
The purpose is to make substantial and sustainable improvements in long-term outcomes for
students with significant cognitive disabilities and their families. These students are ones with
moderate to severe mental retardation and severe or multiple disabilities. The project will: (1)
recruit, admit, advise, and provide other such support for five doctoral students; (2) develop,
implement, and evaluate courses with a special emphasis on enhancing
family-school-community partnerships, assessment and instructional quality and policy; (3)
develop, implement, and evaluate leadership practica to ensure that students have opportunities
for strategic roles at local, state, and national levels; and (4) place program graduates in
leadership positions that enable them to make significant and sustainable contributions to
improving outcomes for students with significant cognitive disabilities and their families.




16
                                                           Project Abstracts—Personnel Development


Grant/Contract #: H325D060068
Awardee: Michigan State University
Title: Preparing Leadership Personnel in Policy and Practice for Diverse Students with
        Disabilities in Urban Settings: Teaching and Researching in Complex Environments
Project Director(s): Mariage, Troy; Peters, Susan
FY 2006 Amount Awarded: $166,987
Beginning Date: 9/1/2006
Ending Date: 8/31/2010
Purpose: This project will provide scholarship support, and prepare and graduate a minimum of
eight future leadership personnel in a doctoral program in special education. Three main
objectives of the project are: (1) to operate a high-quality disability and diversity specialization
in the doctoral program to prepare these candidates with diversity skills; (2) provide placement
support pre- and postgraduation; and (3) implement a curriculum design process to address and
evaluate the project.

Grant/Contract #: H325D060069
Awardee: University of South Florida
Title: Doctoral-Level Leadership Preparation with a Cognate in Special Education
Project Director(s): Kleinhammer-Tramill, P. Jeannie; Tramill, James
FY 2006 Amount Awarded: $198,880
Beginning Date: 9/30/2006
Ending Date: 9/29/2010
Purpose: This project will address the shortage of leadership personnel who are prepared to
assume leadership roles as special education faculty members. Through collaboration across
general and special education departments in the College of Education, the project will meet the
following objectives: (1) recruit a cohort of prospective doctoral students who are seeking
leadership roles as special education or teacher education faculty; (2) develop and provide a
cognate in teacher education that addresses the role demands of the special education
professoriate; (3) prepare participants to conduct research and to teach new generations of
teachers to identify and implement research-based practices, as promoted by the Education
Sciences Improvement Act of 2001 and implemented by the Center for Special Education
Research within the U.S. Department of Education’s Institute for Education Sciences; (4) prepare
program participants to teach new generations of teachers who meet the highly qualified
requirements of the No Child Left Behind Act of 2001 and the 1998 amendments to IDEA; (e)
prepare program participants to engage in, advocate for, and prepare new generations of special
educators for culturally accomplished practices; and (5) place program graduates in professional
roles as special education faculty members.




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Project Abstracts—Personnel Development


Grant/Contract #: H325D060071
Awardee: George Mason University
Title: Preparation of Leadership Personnel: New Leaders Now
Project Director(s): Thorp, Eva; Sánchez, Sylvia; Burns, M. Susan; Kidd, Julie
FY 2006 Amount Awarded: $195,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will recruit, support, and mentor future leaders in early childhood special
education who possess the knowledge, competencies, and insights to address the specialized
needs of culturally, linguistically, and ability-diverse young children and their families. The
project aims to: (1) prepare doctoral fellows to enter higher education or other leadership
positions by developing their evidence-based research, advocacy and policy competencies, and
personnel preparation knowledge and competencies; (2) provide the support, training, and skills
needed for doctoral fellows to promote equity for young children with disabilities and their
families, respond to issues of bias and discrimination, and ensure participation in the general
education curriculum; and (3) provide research, policy, and personnel preparation internships
that increase fellows’ understanding and expertise related to diverse young learners
with disabilities.

Grant/Contract #: H325D060072
Awardee: Wichita State University
Title: Preparation of Doctoral-level Faculty/Scholars in Speech-Language Pathology and
        Audiology: Reducing the Shortage—Enhancing Accessibility
Project Director(s): Hull, Raymond H.
FY 2006 Amount Awarded: $195,017
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: The project will recruit, support, and prepare 12 doctoral-level candidates over the four
years of the project to become university or college faculty or scholars and prepare future
speech-language pathologists and audiologists.

Grant/Contract #: H325D060074
Awardee: Howard University
Title: EAGLE II Personnel Preparation Project
Project Director(s): Boone, Rosalie; Saravanabhavan, R.C.
FY 2006 Amount Awarded: $199,987
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare eight doctoral students, who have master’s degrees in special
education and three years teaching experience, to successfully complete course work in
Educational Administration and Leadership with a special emphasis on special education and
disability-related laws.




18
                                                          Project Abstracts—Personnel Development


Grant/Contract #: H325D060086
Awardee: Board of Regents of the University of Wisconsin
Title: Training School Psychologists in Culturally Competent and Evidence-Based Practice for
        Children with Disabilities
Project Director(s): Kratochwill, Thomas
FY 2006 Amount Awarded: $195,059
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will train doctoral-level preservice school psychology graduate students in
the skills needed to implement culturally and linguistically appropriate evidence-based academic,
behavioral, and psychopharmacological prevention and intervention within a response to
intervention framework.

Grant/Contract #: H325F060003
Awardee: Vanderbilt University
Title: IDEA and Research for Inclusive Settings (IRIS II): The IRIS Center for
        Training Enhancements
Project Director(s): Tyler, Naomi
FY 2006 Amount Awarded: $1,350,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will improve the quality of services delivered to, and results for, all
children and youths with disabilities. To ensure high-quality personnel in inclusive settings, the
project will provide free, online training enhancements for flexible use in professional
development or preservice college instruction. The center will work with college and university
faculty and professional development providers who prepare and educate the nation’s present
and future education professionals.

Grant/Contract #: H325K060101
Awardee: University of North Carolina at Chapel Hill
Title: Preparation of Culturally Responsive Early Childhood Interventionists to Provide
        Evidence-Based Interventions for Young Children with Disabilities and Their Families
Project Director(s): Boone, Harriet; Ritchie, Sharon
FY 2006 Amount Awarded: $199,656
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The School of Education at the University of North Carolina at Chapel Hill proposes
to develop a specialized program focused on culturally responsive evidence-based practices for
early childhood interventionists seeking professional licensure, a master’s degree in early
childhood intervention, or both. The proposed project will establish partnerships with
community-based programs serving young children from socioculturally diverse backgrounds.




                                                                                                 19
Project Abstracts—Personnel Development


Grant/Contract #: H325K060104
Awardee: University of Florida
Title: Project CYCLE: Changing Young Children’s Lives Through Education
Project Director(s): Jones, Hazel; Emery, Alice Kay; Torode, Tracy
FY 2006 Amount Awarded: $189,665
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will provide Florida early childhood teachers and early intervention
service providers with expertise in working with young children with disabilities. In addition,
participants will be eligible for Florida Department of Education Prekindergarten Disabilities
endorsement as well as the Florida Department of Health Infant Toddler Developmental
Specialist certificate.

Grant/Contract #: H325K060105
Awardee: University of North Carolina at Greensboro
Title: BKISED Birth to Kindergarten: An Enhanced Collaborative Model
Project Director(s): Hardin, Belinda; Niemeyer, Judith; Cassidy, Deborah; Hestenes, Linda
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare graduate-level personnel to work with young children in
inclusive settings with an emphasis on children with disabilities, particularly those from
culturally and linguistically diverse populations. Specifically, this project will: (1) recruit for
application to the program students with disabilities or those who have family members with
disabilities, and students from underrepresented populations; (2) provide a high-quality
interdisciplinary training program based on federal, state, and local standards (including those for
working with children from culturally and linguistically diverse backgrounds) for young
children, and develop and embed training activities and experiences throughout the program,
including relevant case studies, information sharing from professional collaborators through
co-instruction, hands-on experiences, and family-centered field-site experiences, especially in
inclusive high-poverty and inner-city settings that serve a high number of English language
learners (e.g., early intervention programs, public schools in low-poverty areas); (3) develop a
collaborative partnership with community experts (professional collaborators) in the identified
disability areas who will serve as co-instructors, mentors, and field-site placements; (4) develop
and implement a mentoring program for retaining personnel working with young children with
disabilities and their children, including those from culturally and linguistically diverse
populations; (5) disseminate the preservice model that infuses the identified disability areas and
diversity training within a family-centered framework to other institutions of higher education,
especially in North Carolina; and (6) evaluate the impact on trainees and the overall
project effectiveness.




20
                                                             Project Abstracts—Personnel Development


Grant/Contract #: H325K060106
Awardee: Utah State University
Title: Project SEIM: Sensory Impaired Early Intervention Master’s Program
Project Director(s): Blair, James; Watkins, Sue
FY 2006 Amount Awarded: $199,682
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will train students to serve infants and toddlers with sensory loss in Utah
and the surrounding intermountain states. Students will earn a master’s degree in one of three
sensory-specific focus areas (deaf or hard of hearing, blind or vision impaired, and deaf-blind)
and receive state credentialing and endorsement.

Grant/Contract #: H325K060108
Awardee: San Jose State University
Title: New Families, Agencies, Communities, and Educational Strategies (FACES) in Early
        Childhood Special Education
Project Director(s): Hughes, Margaret
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will train 40 highly qualified candidates over four years to work in a
culturally responsive manner, with special attention given to the growing need for teachers who
are skillful in the areas of autism and inclusion. The specific objectives include: (1) recruit and
train cultural and linguistic highly qualified early childhood special educators; (2) work
collaboratively with family and community agencies; (3) identify and train seven university
supervisors in the 10 counties of the Central California region; (4) prepare candidates with
concentrations in autism and inclusion; and (5) monitor, evaluate, and institutionalize program
features, strategies, and outcomes to assure effectiveness and future support.

Grant/Contract #: H325K060109
Awardee: Portland State University
Title: The Pathways to Preparing Culturally Responsive Early Intervention/Early Childhood
        Special Educators (Pathways)
Project Director(s): Munson, Leslie; Esparza-Brown, Julie
FY 2006 Amount Awarded: $199,998
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will recruit for application to the program instructional assistants who are
bilingual, bicultural, or both, or wish to work with culturally and linguistically diverse children
to become licensed early intervention/early childhood special education (EI/SE) teachers.
Specifically, the project will: (1) recruit, admit, and retain instructional assistants for three years
with completion of licensure in EI/SE; (2) provide an integrated (EI/SE) linguistic and cultural
competency-based preservice program to participants; (3) monitor the instructional effectiveness
of Pathways’ graduates for progress towards Individualized Family Service Plan (IFSP) and


                                                                                                     21
Project Abstracts—Personnel Development


Individual Education Program (IEP) goals and objectives for young children with special needs;
and (4) promote retention in the field by providing mentors and networking for graduates.

Grant/Contract #: H325K060112
Awardee: University of North Carolina at Greensboro
Title: Project Duet: Facilitating Spoken Language Communication Through Family
        Professional Partnerships
Project Director(s): Compton, Mary; Niemeyer, Judith
FY 2006 Amount Awarded: $199,997
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will increase the number and quality of personnel prepared to work with
young children (birth through kindergarten) with hearing impairments with a focus on spoken
language. Specifically, the objectives are: (1) integrate a family-centered approach throughout all
program components; (2) enhance course delivery and accessibility through the inclusion of a
variety of distance learning strategies; (3) expand and strengthen partnerships with schools,
community colleges, public agencies, family organizations, and early childhood service agencies
to support field-based student learning; (4) extend recruitment strategies to highlight establishing
relationships with family members of or persons with disabilities and members of traditionally
underrepresented groups in auditory and oral early intervention; and (5) develop and implement
a plan that evaluates the program components and the impact of the program on children and
families served by graduates.

Grant/Contract #: H325K060116
Awardee: Illinois State University
Title: Preparing Qualified Personnel to Provide Early Intervention for Children Who Are Deaf
         and Hard of Hearing in Illinois
Project Director(s): Lartz, Maribeth
FY 2006 Amount Awarded: $195,609
Beginning Date: 1/1/2007
Ending Date: 12/30/2010
Purpose: This project is designed to reduce the critical shortage of personnel trained to work in
early intervention with children who are deaf and hard of hearing. The project will do so by
addressing the in-service needs of existing deaf educators to improve their knowledge of and
skills in two primary areas: (1) enhancing the auditory and spoken language skills in the child;
and (2) developing competencies specific to working with infants and their families.




22
                                                         Project Abstracts—Personnel Development


Grant/Contract #: H325K060120
Awardee: George Washington University
Title: Infant, Toddler, and Preschool (ITAP) Training: Preparing Highly Qualified Early
        Interventionists and Preschool Special Educators
Project Director(s): Jarrett, Marian; Spencer, Karin
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The project will prepare 39 fully credentialed special education and early intervention
personnel in a 39-hour master’s degree program focused on infants, toddlers, and preschool
children with disabilities. Graduates will be prepared to improve services for the D.C.
metropolitan area’s infants, toddlers, and preschoolers with disabilities through: (1) course work
that focuses on evidence-based education related to cultural and linguistic diversity,
social-emotional development and mental health, and positive behavioral intervention; (2) a
programmatic emphasis on literacy to ensure that children meet learning standards; (3) a
two-semester supervised field experience guided by state learning standards; (4) field placements
in a variety of professional partner programs in culturally, linguistically, and economically
diverse programs in urban areas; and (5) ongoing, high-quality mentoring and induction using a
Community of Practice approach.

Grant/Contract #: H325K060121
Awardee: Cal State L.A. University Auxiliary Services, Inc.
Title: The Early Childhood Special Education Language and Literacy (ECSELL) Project
Project Director(s): Hunt, Nancy A.
FY 2006 Amount Awarded: $199,901
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will increase the number of fully qualified early childhood special
education teachers and provide them with advanced knowledge and skills in the core academic
areas of language arts and literacy as they complete their teaching credential and M.A. degrees.
The ECSELL project will prepare future early intervention specialists and preschool special
education teachers to provide intensive instruction, design a learning environment, and partner
with families to promote the early language and literacy development of their young children
receiving special education services.




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Project Abstracts—Personnel Development


Grant/Contract #: H325K060123
Awardee: University of South Carolina Research Foundation
Title: Preparation of Early Childhood Special Education Personnel in South Carolina
        Focus Area A: Training of Early Intervention and Early Childhood Personnel
Project Director(s): Brown, William; Knopf, Herman; Lopez-De Fede, Ana
FY 2006 Amount Awarded: $199,778
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will train 34 students in early childhood special education services and
supports. Participating trainees will have undergraduate degrees and certification in early
childhood education and will augment their initial professional training with a 39-credit hour
master’s degree program that will focus on students acquiring and practicing research-based and
recommended early childhood special education practices in inclusive preschool and
community-based settings.

Grant/Contract #: H325K060200
Awardee: University of Florida
Title: Project SCIPP (Significant Cognitive Disabilities Personnel Preparation)—
         A Multi-University Consortium
Project Director(s): Ryndak, Diane
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare teachers with research-based knowledge and skills to meet
the needs of students with severe cognitive disabilities. Further, the project will expand the
Multi-University Consortium from seven state institutes of higher education to nine. As a result
it will further expand the access to courses that meet the requirement for the state endorsement in
severe disabilities for current and preservice teachers, as well as help those teachers develop the
knowledge and collaborative partnerships to effectively instruct students with severe cognitive
disabilities. Specifically, the project will: (1) recruit current and preservice teachers with
disabilities from rural areas and from underrepresented groups for application to the program; (2)
present research- and evidence-based content and pedagogy; (3) increase teachers’ knowledge
and skills to meet the needs of students with severe cognitive disabilities; and (4) assist
participants in acquiring the state endorsement in severe disabilities and employment.

Grant/Contract #: H325K060201
Awardee: University of Washington
Title: Creating Instructional Leaders for Students with Low-Incidence Disabilities
Project Director(s): Davis, Carol Ann; West, Beth
FY 2006 Amount Awarded: $399,994
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will address the complex issues and requirements of educating students
with severe and multiple disabilities and other low-incidence disabilities, especially those who


24
                                                           Project Abstracts—Personnel Development


live in poverty. These are students in “double jeopardy”: They are already at risk due to
environmental issues, and their disability status may put them even further at risk for school
failure. This project will prepare 32 candidates across four years to be evidence-based
instructional leaders and effective teaming partners who have the skills and competencies needed
to educate challenging populations of students, including those with autism, behavior issues,
sensory and motor impairments, and limited English proficiency.

Grant/Contract #: H325K060203
Awardee: University of Georgia
Title: Collaborative Personnel Preparation in Autism
Project Director(s): Gast, David; Luscres, Deanna
FY 2006 Amount Awarded: $197,180
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will support five to seven special education students interested in teaching
children with Autism Spectrum Disorders (ASD). The project has three primary objectives for
preparing highly qualified (as required by No Child Left Behind) and certified public school
teachers to: (1) use research-based practices when serving children with ASD in inclusive
educational settings; (2) provide consultation, in-service training, and disseminate
evidence-based information; and (3) conduct applied research with children with ASD, their
families, or both.

Grant/Contract #: H325K060206
Awardee: Portland State University
Title: Braille, Reading, Assessment, Independent Living, Low Vision, Learning Media &
        Educational Services for Children & Youth in Underserved Areas (Project
        BRAILLE-USA)
Project Director(s): Bickford, James
FY 2006 Amount Awarded: $192,273
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will continue and expand its national distance education program to
prepare teachers of children with blindness and visual impairments, allowing individuals who do
not have access to a traditional training model the opportunity to access quality training, and thus
help alleviate state and national shortages of qualified staff. The project will provide students
with: (1) $1,500 summer living stipend; (2) minimum $10,000 grant to each qualified student
toward tuition and fees; (3) resident tuition for students residing within the 14-state Western
Regional Graduate Program consortium; (4) on-site faculty supervision of practicum and
internship placements; and (5) Oregon initial licensure as a teacher of children with visual
impairments, or an endorsement on a current teaching license.




                                                                                                 25
Project Abstracts—Personnel Development


Grant/Contract #: H325K060208
Awardee: Utah State University
Title: Teachers for the 21st Century: A Diverse Community Participating in Hybrid Courses
        Leading to Licensure in Special Education
Project Director(s): Morgan, Robert
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/2/2007
Ending Date: 1/1/2011
Purpose: This project will develop, implement, and evaluate an innovative teacher education
program to produce teachers serving children with severe disabilities.

Grant/Contract #: H325K060211
Awardee: San Francisco State University
Title: Project Mosaic: Preparing Highly Qualified Educators to Meet the Unique Needs of
        Students with Autism in Diverse Settings
Project Director(s): Wolfberg, Paula; LePage, Pamela
FY 2006 Amount Awarded: $197,844
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: Throughout the nation, and most notably in Northern California, the incidence of
children identified with autism spectrum disorders (ASD) has been on the rapid rise and is
reaching epidemic proportions. There is a pressing need to increase the number, quality, and
diversity of educators who are fully credentialed and competent to serve students with ASD from
diverse ethnic, cultural, and linguistic backgrounds in diverse settings. This four-year project
responds to that need by adding a new program emphasis in ASD to an established Master of
Arts and credential in special education programs (K–12 and transition) at San Francisco
State University.

Grant/Contract #: H325K060213
Awardee: University of North Carolina at Charlotte
Title: Personnel Preparation Program in Low-Incidence Severe Disabilities
Project Director(s): Spooner, Fred; Wood, Wendy
FY 2006 Amount Awarded: $198,453
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will address state-identified needs for highly qualified personnel in special
education by offering teacher training leading to licensure in teaching those with severe
disabilities via online distance education formats.




26
                                                           Project Abstracts—Personnel Development


Grant/Contract #: H325K060215
Awardee: University of Utah
Title: University of Utah’s Distance Teacher Education Program (DTEP) in Severe Disabilities
Project Director(s): McDonnell, John; Hardman, Michael; Jameson, Matt
FY 2006 Amount Awarded: $398,240
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: DTEP is designed to address the critical shortage of highly qualified special education
teachers in rural and remote areas of Utah. DTEP will deliver a comprehensive post-bachelor’s
teacher licensure program in severe disabilities to two cohorts of 15 teacher candidates located in
a minimum of three distance sites. The program will be delivered collaboratively by the
University of Utah’s Department of Special Education and school districts located in the central
and southern regions of the state.

Grant/Contract #: H325K060217
Awardee: University of Central Florida
Title: Special Educator Preparation in Autism Spectrum Disorders
Project Director(s): Wienke, Wilfred; Pearl, Cynthia
FY 2006 Amount Awarded: $400,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The project is designed to address two identified gaps in service that persist in the
field: (1) the need to increase the quality and diversity of special education teachers prepared to
serve the increasing numbers of students identified with autism spectrum disorders (ASD) and
(2) the need to increase the qualifications of special educators to implement evidence-based
practices for comprehensive instructional programming for students with ASD. This project
leads to teacher certification in Exceptional Education and endorsement in Autism.

Grant/Contract #: H325K060220
Awardee: Florida State University
Title: Preparing Personnel to Teach Students with Visual Impairments
Project Director(s): McKenzie, Amy; Lewis, Sandra
FY 2006 Amount Awarded: $400,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will improve competencies of and increase the number of highly qualified
teachers with the unique and specialized skills necessary to support the access of Florida’s
students with visual impairments to the general curriculum.




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Project Abstracts—Personnel Development


Grant/Contract #: H325K060222
Awardee: University of Tulsa
Title: South-Central Heartland Deaf Education Project
Project Director(s): Baker, Sharon
FY 2006 Amount Awarded: $341,337
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare teachers to work with students who are deaf or hard of
hearing (d/hh). It will focus on recruiting and retaining students to the field of deaf education,
while addressing four needs: (1) reducing the current and future potential future shortage of
certified teachers of students who are d/hh in grades pre-K–12; (2) preparing teachers to work
with children from culturally and linguistically diverse backgrounds and their families, especially
those who are Native American; (3) connecting preservice teacher’s practica to the educational
outcomes of children by establishing a promising new technology program and providing remote
tutoring to d/hh students in areas where personnel shortage exist; and (4) enhancing the
collaborative skill set of preservice general education teachers and related service providers
regarding the needs of children who are d/hh in inclusive settings.

Grant/Contract #: H325K060223
Awardee: University of Maryland-College Park
Title: Preparation of Personnel in Secondary Special Education Serving Youth with
        Low-Incidence Disabilities
Project Director(s): Moon, Sherril
FY 2006 Amount Awarded: $399,849
Beginning Date: 12/1/2006
Ending Date: 11/30/2010
Purpose: This project addresses the need for training fully credentialed and highly qualified
middle and high school special education teachers and transition specialists to provide services to
students with low-incidence disabilities.

Grant/Contract #: H325K060224
Awardee: University of Northern Colorado
Title: National Project for the Preparation of Professional Educational Interpreters
Project Director(s): Johnson, Leilani
FY 2006 Amount Awarded: $400,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will establish a new baccalaureate degree in American Sign Language
(ASL)-English Interpretation. The program will have three emphasis areas, one of which will be
focused on K–12 interpreting services. The project will: (1) deliver a research-based, bachelor’s
degree program in ASL-English Interpreting by means of multiple media and on-site summer
sessions; and (2) provide stipends of $10,000 per year to 24 students who declare Educational
Interpreting their area of interest and who commit to serve K–12 students as their service
obligation for this OSEP sponsorship.


28
                                                           Project Abstracts—Personnel Development


Grant/Contract #: H325K060309
Awardee: Vanderbilt University
Title: Project PREPARE: A Comprehensive Approach to Preparing Teachers to Serve Students
        with Emotional Disturbances
Project Director(s): Lane, Kathleen; Wehby, Joseph
FY 2006 Amount Awarded: $198,645
Beginning Date: 9/1/2006
Ending Date: 8/31/2010
Purpose: This project will train a total of 18 master’s degree students during a four-year period.
This master’s program has three goals: (1) to address the shortage of teachers prepared to work
with students with emotional disturbances (ED); (2) to prepare teachers to address the academic,
social, and behavioral needs of students with ED; and (3) to prepare teachers to work
collaboratively with general education teachers and Positive Behavior Support (PBS) team
members to identify and meet the needs of students with ED and those at risk for ED within the
context of the PBS model.

Grant/Contract #: H325K060310
Awardee: University of Alabama
Title: University of Alabama Project TEEACH: Transforming Elementary Educators Into
        Advocates, Change Agents, & Highly Qualified Special Educators
Project Director(s): Rock, Marcia; Gregg, Madeleine
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The project will recruit 28 practicing elementary educators to take part in a rigorous,
research-based, 48-credit master’s degree training program in special education. This project
aims to: (1) address critical special education teacher shortages; (2) prepare teachers to bridge the
gap between research and practice to improve results for children with high-incidence
disabilities; and (3) prepare teachers to work collaboratively to provide effective special
education services in the least restrictive environment.

Grant/Contract #: H325K060315
Awardee: Board of Trustees of the University of Illinois
Title: Teacher Leaders for Children: Bilingual Special Educators (Project TLC)
Project Director(s): Lopez-Reyna, Norma; Bay, Mary
FY 2006 Amount Awarded: $193,544
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: Consistent with the national context, Illinois struggles to provide an educational
workforce that is competent to provide specialized instructional services to a culturally and
linguistically diverse student population. The purpose of Project TLC is to implement a high-
quality program for practicing special education teachers who are bilingual to acquire the
knowledge, skills, and abilities to provide instruction in core academic areas to students with
mild to moderate disabilities who are English language learners and who live in urban areas.


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Project Abstracts—Personnel Development


Grant/Contract #: H325K060316
Awardee: Texas A&M Research Foundation
Title: Project CABS: Comprehensive Academic and Behavior Support
Project Director(s): Burke, Mack; Hagan-Burke, Shanna
FY 2006 Amount Awarded: $199,967
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare 28 to 36 special education teachers at the master’s degree
level to deliver high-quality academic and instructional interventions to students with high-
incidence disabilities.

Grant/Contract #: H325K060323
Awardee: Portland State University
Title: Inclusive Elementary Educators Project (IE(2)P)
Project Director(s): Stanovich, Paula
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will provide advanced training to prepare educators at the master’s degree
level to work with students with high-incidence disabilities. The goals include: (1) develop
cohorts of highly qualified dual-licensed educators in Oregon and Washington who are prepared
to serve students with high-incidence disabilities; (2) improve the quality of teacher preparation
programs with an intensive two-year master’s degree program founded on research-based best
practice and focusing on assessment and remediation, effective instruction of students, and
teaming and collaboration for effective instruction; (3) improve educator quality by developing
teachers who are comfortable with standards-based reforms and who are prepared to be
educational change agents and leaders; and (4) disseminate information about the project model,
regionally and nationally.

Grant/Contract #: H325K060325
Awardee: University of Washington
Title: Preparation of Personnel to Service Children with High-Incidence Disabilities
Project Director(s): Jenkins, Joseph
FY 2006 Amount Awarded: $399,991
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: The project will prepare 55 highly qualified teachers of students with high-incidence
disabilities. Specifically, this project will: (1) increase the number of highly qualified special
education teachers to teach children with high-incidence disabilities; (2) prepare special
education teachers who are confident and capable of taking a leadership role in meeting the
needs of those children and adolescents who, because of their learning and behavior challenges,
do not respond satisfactorily in general education classrooms; and (3) strengthen and expand the
university’s high-incidence special education preparation programming.



30
                                                          Project Abstracts—Personnel Development


Grant/Contract #: H325K060330
Awardee: California State University
Title: Project PHISET (Preparing High-Incidence Special Education Teachers)
Project Director(s): Beard, Kelli
FY 2006 Amount Awarded: $199,956
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will provide field-based, tuition-supported preparation for individuals to
become highly qualified special education elementary school teachers working with students
with high-incidence disabilities (termed mild/moderate, or M/M, in California). Project PHISET
will address the critical shortage of teachers who are trained to meet the needs of culturally and
linguistically diverse school children with M/M disabilities—such as mental retardation,
emotional disturbance, specific learning disabilities, AD/HD, and developmental disabilities.

Grant/Contract #: H325K060335
Awardee: Regents of the University of Colorado
Title: Rural Special Education Double Endorsement Project
Project Director(s): Baca, Leonard
FY 2006 Amount Awarded: $196,047
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will increase the number of highly qualified special education teachers
addressing a defined need in rural communities in the state of Colorado, with limited access to
high-quality graduate-level programs. Specifically, this project will prepare teachers to meet the
combined special education and linguistic diverse needs of students in selected rural, mountain
schools in the state of Colorado. The project has four primary outcomes for participants: (1)
double endorsement and master’s degree in special and linguistically diverse education; (2)
preparation for work with high-incidence needs; (3) preparation and experience in training other
teachers (trainer of trainers); and (4) placement and follow-up support for participants once they
complete their endorsements and degree.

Grant/Contract #: H325K060336
Awardee: Western Michigan University
Title: Intensive Recruitment, Preparation, and Retention Revised (IRPR2) Program
Project Director(s): Summy, Sarah; Whitten, Elizabeth
FY 2006 Amount Awarded: $192,794
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: Western Michigan University’s special education Intensive Recruitment, Preparation,
and Retention Revised (IRPR2) program is designed to fully credential special educators
currently working on temporary approvals and practicing general educators pursuing
endorsements in special education. This master’s degree project will significantly increase the
number of highly qualified special educators in Michigan as well as provide a support structure



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Project Abstracts—Personnel Development


that promotes recruitment for application to the program of teachers from underrepresented
populations and persons with disabilities.

Grant/Contract #: H325K060337
Awardee: University of North Carolina at Greensboro
Title: Project RESTART: Recruitment and Retention—Students on Alternative Routes to
        Teacher Training
Project Director(s): Kurtts, Stephanie
FY 2006 Amount Awarded: $199,760
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will expand the development and implementation, with evaluation, of a
current model teacher preparation program, including both preservice and in-service
components, that is designed to recruit for application to the program a pool of highly qualified
special education teachers with an emphasis on those from underrepresented teacher
candidate groups.

Grant/Contract #: H325K060345
Awardee: University of Wisconsin-Milwaukee
Title: UWM-MPS Internship Program
Project Director(s): Winn, Judith; Ford, Alison; Rice, Nancy
FY 2006 Amount Awarded: $196,836
Beginning Date: 10/1/2007
Ending Date: 9/30/2010
Purpose: This project will address the shortage of certified special education teachers working
in Milwaukee Public Schools (MPS) by recruiting for application to the program, special
education teachers who are from groups that have traditionally been underrepresented in the
special education teaching force.

Grant/Contract #: H325K060347
Awardee: University of Florida
Title: Preparing Teachers for the Critical Shortage Area of Emotional or Behavioral Disorders:
        Training of High-Incidence Personnel (Project EBD Prep)
Project Director(s): Smith, Stephen; Corbett, Nancy
FY 2006 Amount Awarded: $196,040
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will recruit and prepare new special education teachers, as well as
enhance the knowledge of currently practicing special or general education teachers, particularly
those from rural communities, who wish to pursue a master’s degree in special education and
who will serve students in the high-incidence area of emotional/behavioral disorders (EBD). The
specific goals include: (1) prepare special education master’s-level students to work
collaboratively with general educators and school guidance counselors in school-based settings;
(2) train 37 master’s-level preservice and in-service special education teachers to work with


32
                                                            Project Abstracts—Personnel Development


children and youths with EBD; (3) guide students in developing, implementing, evaluating, and
disseminating a cross-disciplinary intervention for children and youths with EBD; and (4)
successfully graduate, evaluate, place, and track the job performance of program graduates.

Grant/Contract #: H325K060356
Awardee: San Diego State University Research Foundation
Title: Project Achieve
Project Director(s): Graves, Anne; Johnson, John
FY 2006 Amount Awarded: $199,959
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will: (1) recruit, prepare, and graduate highly qualified teachers of
students with mild to moderate disabilities; (2) implement evidence-based practices with a focus
on teaching reading and writing in a response to intervention (RTI) framework through school-
based practica in diverse settings; (3) collaborate with the San Diego Unified School District to
incorporate general education partners in preservice preparation in elementary and middle
schools with continued support through the first two years of teaching; and (4) evaluate the
success of the project by reporting candidate data, monitoring strategy implementation in
practica experiences, and presenting triangulated analysis of general education and special
education partnerships through data collection and interviews.

Grant/Contract #: H325K060403
Awardee: Vanderbilt University Medical Center
Title: Clinical Specialty Preparation to Serve Infants, Toddlers, and Children with Feeding and
        Swallowing Disabilities
Project Director(s): Golper, LeeAnn; Hale, Sue
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project supports the specialty preparation of 22 speech-language pathology
graduate students and 20 occupational therapy students to provide highly qualified,
evidence-based clinical services to children with dysphagia in association with
low-incidence disabilities.

Grant/Contract #: H325K060410
Awardee: University of South Carolina Research Foundation
Title: Preparing Personnel to Fill Speech-Language Pathology Vacancies in South Carolina:
        A Partnership with School Districts
Project Director(s): McDade, Hiram
FY 2006 Amount Awarded: $196,920
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will provide a graduate education in speech-language pathology via
distance learning, specifically targeting individuals living in rural parts of the state where the


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Project Abstracts—Personnel Development


number of position vacancies and lack of qualified personnel are the greatest concern. The
project will recruit and train nonspeech pathologists, living in rural communities, hence bringing
new personnel into the profession and filling vacancies.

Grant/Contract #: H325K060416
Awardee: Ohio State University Research Foundation
Title: Preparing School Speech-Language Pathologists for New Instructional Leadership Roles
        in Language and Literacy
Project Director(s): Secord, Wayne
FY 2006 Amount Awarded: $194,755
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This four-year project will prepare 60 entry-level professionals to address the urgent
state and national shortage of school speech-language pathologists qualified to enhance services
for children with language, learning, and literacy disabilities.

Grant/Contract #: H325K060424
Awardee: Research Foundation of The State University of New York on behalf of SUNY
Title: Professional Preparation in Adapted Physical Education
Project Director(s): Winnick, Joseph
FY 2006 Amount Awarded: $197,412
Beginning Date: 8/28/2006
Ending Date: 8/27/2010
Purpose: This project will prepare adapted physical education teachers at the master’s degree-
level, through an M.S. degree in Education or Special Education, with a concentration in adapted
physical education. It will enhance the development of knowledge and skills of adapted physical
educators to teach children and youth with disabilities. It will also enhance their ability to
provide direct services, serve as a resource, and work collaboratively with regular physical
educators in regular classroom settings.

Grant/Contract #: H325K060427
Awardee: Wichita State University
Title: Recruiting, Supporting, Retaining, and Preparing Three Special Groups of Trainees Who
        Will Serve Children With Speech-Language and Hearing Disabilities in Rural, Often
        Remote Communities of Kansas and Eastern Colorado: A Cost-Sharing Approach
Project Director(s): Hull, Raymond
FY 2006 Amount Awarded: $199,914
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will enhance accessibility, provide financial assistance, mentor, retain,
and enhance the preparation of three groups of graduate trainees who will serve children who
have speech-language-hearing impairments, particularly in rural communities of Kansas and
eastern Colorado.



34
                                                         Project Abstracts—Personnel Development


Grant/Contract #: H325K060429
Awardee: Board of Regents, University of Nebraska-Lincoln
Title: Project Re-entry: Preparing Speech-Language Pathologists to Serve Students with
        Traumatic Brain Injury
Project Director(s): Scheffler, Marilyn; Hux, Karen
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: Project Re-entry will prepare speech-language pathologists (SLPs) to assume
leadership roles in reintegrating student survivors of traumatic brain injury (TBI) into schools.
The project will address the issues and challenges facing SLPs who work with students with TBI
by providing comprehensive training in: (1) the frequency with which mild, moderate, and
severe TBI occur; (2) the acute and long-term effects of TBI on speech, language, cognitive,
physical, behavioral, emotional, and social functioning; (3) the recovery process following TBI;
(4) the impact of TBI on family, school, and community systems; (5) the similarities and
differences among medical, rehabilitation, and educational settings; (6) the impact of service
fragmentation on the overall quality of education programs; and (7) TBI and limited awareness
of the contributions SLPs can make to promoting achievement among student survivors.

Grant/Contract #: H325K060431
Awardee: Nazareth College of Rochester
Title: Specialty Personnel Preparation for Speech-Language Pathologists to Serve Children with
        Cochlear Implants
Project Director(s): Brown, Paula; Quenin, Cathy
FY 2006 Amount Awarded: $199,999
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will develop a specialty concentration at the graduate-level that will
increase the quality and quantity of speech-language pathologists who are prepared to work with
children who are deaf and hard of hearing, especially those with cochlear implants.

Grant/Contract #: H325K060440
Awardee: Gallaudet University
Title: A Combined Master of Arts Degree Program in School Counseling with Deaf Students
        and a Certificate in Cultural Diversity and Human Services: Summers Only Option
Project Director(s): Zieziula, Frank
FY 2006 Amount Awarded: $168,187
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The project will develop a 68-graduate-hour combined master’s degree-level school
counseling training program and certificate program in cultural diversity that will graduate 10
professionals over the four years of the grant.




                                                                                                  35
Project Abstracts—Personnel Development


Grant/Contract #: H325K060441
Awardee: Florida State University
Title: Improving Language and Literacy Outcomes for Children with Communication Disorders
        in High-Poverty Communities
Project Director(s): Goldstein, Howard
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This program will prepare graduate students in communication sciences and disorders.
Trainees will develop in-depth knowledge in: (1) language and literacy development and
evidence-based practices for populations at high risk for and with disabilities; (2) the influences
of the family, culture, linguistic diversity, and poverty on education and society; (3)
evidence-based assessment and intervention methods appropriate for children from diverse
cultural and linguistic backgrounds; and (4) interdisciplinary teamwork and collaborative
consultation models for effective service delivery within natural environments.

Grant/Contract #: H325K060443
Awardee: Board of Regents of the University of Wisconsin
Title: Response to Intervention and School Reform: Training School Psychologists and
         Special Educators in the Wisconsin REACh Prevention Project
Project Director(s): Kratochwill, Thomas; Albers, Craig; Malmgren, Kimber; McGivern, Julie
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will improve the quality and supply of personnel who serve children with
disabilities by training master’s-level preservice special education and school psychology
graduate students in skills needed to implement systematic intervention, school reform, and
response to intervention as part of a Wisconsin Department of Public Instruction statewide
initiative called the Responsive Education for All Children (REACh).

Grant/Contract #: H325K060445
Awardee: University of Wisconsin-La Crosse
Title: UW-L Preservice Personnel Preparation Grant in Adapted Physical Education
Project Director(s): DiRocco, Patrick
FY 2006 Amount Awarded: $196,168
Beginning Date: 1/7/2007
Ending Date: 12/31/2011
Purpose: This program will prepare highly qualified state-certified adapted physical education
teachers to enhance the health and physical well-being of children with disabilities.




36
                                                          Project Abstracts—Personnel Development


Grant/Contract #: H325K060501
Awardee: University Corporation, California State University
Title: Technology Enhanced Culturally-Responsive (TEC) Intern Program for Secondary
        Special Educators in Urban Schools
Project Director(s): Burstein, Nancy
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will create an innovative and comprehensive on-the-job program designed
to recruit for application to the program teachers from culturally and linguistically diverse
backgrounds. Program curriculum will include preparing them to serve urban learners at the
secondary-level with mild to moderate disabilities.

Grant/Contract #: H325K060503
Awardee: University of Alabama at Birmingham
Title: Preparing Special Educators for SUCCESS
Project Director(s): Voltz, Deborah
FY 2006 Amount Awarded: $162,932
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will prepare teachers to teach students with disabilities in urban areas,
where there are high concentrations of culturally and linguistically diverse students. The project
will partner with three urban school districts in preparing and mentoring two cohorts of 20
special educators for a total of 40 graduates who: (1) have strong content preparation; (2) are
prepared to teach to state standards; (3) are able to implement research-based pedagogy; and (4)
meet the requirements for highly qualified special education teachers in the state of Alabama.

Grant/Contract #: H325K060505
Awardee: North Carolina Central University
Title: Deep and Wide: Preparing Culturally Responsive Highly Qualified Teachers
Project Director(s): Bacon, Ellen
FY 2006 Amount Awarded: $194,444
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will prepare 30 students with initial or advanced licensure in special
education to teach students with special needs as highly qualified teachers at the elementary,
middle, or secondary-level. Specifically, the goals are: (1) to prepare teachers to use and
demonstrate use of evidence-based practices with an emphasis on peer tutoring and differentiated
instruction; (2) to prepare personnel to be knowledgeable of cultural identities and to use best
practices in culturally responsive teaching; (3) to increase the number of highly qualified
exceptional education teachers from underrepresented groups who apply to the program; and (4)
to collaborate with local schools in providing professional development programs through annual
conferences and seminars for regular and special education teachers and in providing internship
programs in culturally diverse environments.


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Project Abstracts—Personnel Development


Grant/Contract #: H325K060512
Awardee: San Jose State University Foundation
Title: Project Seefu
Project Director(s): Weddington, Gloria
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will recruit bilingual students from culturally diverse groups for
application to the program to become speech-language pathologists to serve an increasing
ethnically, culturally, and linguistically diverse population of infants, toddlers, children, and
youths with speech, language, and hearing disorders in California. Specific goals are to: (1)
recruit, retain, graduate, and provide specialized education to superior performing
undergraduates and post-graduate students with an emphasis on those with backgrounds in
speech-language pathology; (2) develop competencies of all speech-language pathology
graduates to provide a high-quality of service to low-income, minority, and limited English
speaking individuals; (3) provide trainees the opportunity to provide service to speech-language
pathologists in low-income diverse communities, thus providing numerous opportunities for the
trainees to learn about the scope of practice, ethics, how clinicians deliver services in the absence
of assessment and treatment materials for limited English and culturally diverse
communicatively handicapped children; (4) increase the number of bilingual trainees who
complete the master’s degree, and acquire the necessary knowledge and skills to enter the
profession of speech-language pathology; (5) ensure that the trainees achieve a passing score on
the California Basic Educational Skills Test and the Praxis assessment in speech-language
pathology; (6) ensure that trainees remain in the program through to completion of the master’s
degree; and (7) provide education and practice in conducting, presenting, and
publishing research.

Grant/Contract #: H325K060517
Awardee: Florida International University Board of Trustees
Title: Project QUEST: Qualified Urban Elementary Special education Teachers
Project Director(s): Barbetta, Patricia; Cramer, Elizabeth
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will improve academic achievement of elementary special education
students. The project will: (1) recruit prospective novice elementary special education teachers
who currently teach at schools, including those from typically underrepresented groups, for
application to the program; (2) prepare special educators who are highly qualified to teach
specific elementary content areas to culturally and linguistically diverse learners at the
elementary-level; (3) ensure successful completion of a master’s degree in special education and
retention of graduates as content area special educators; (4) evaluate the program and the project
itself; and (5) disseminate findings and information about new programs or course
work nationwide.




38
                                                           Project Abstracts—Personnel Development


Grant/Contract #: H325K060518
Awardee: Research Foundation of the City University of New York
Title: Preparation of Teachers for Learners with Severe Disabilities including Deaf-blindness
        from High-Poverty, Culturally and Linguistically Diverse Urban Populations
Project Director(s): Silberman, Rosanne K.
FY 2006 Amount Awarded: $400,000
Beginning Date: 9/1/2006
Ending Date: 8/31/2010
Purpose: The proposed project will prepare teachers for learners with severe disabilities,
including deaf-blindness, including those from diverse cultural and language backgrounds and
live in high-poverty settings in the New York metropolitan area.

Grant/Contract #: H325K060523
Awardee: San Diego State University Research Foundation
Title: Preparation and Retention of Special Education Teachers in a Rural Area
Project Director(s): Cegelka, Patricia; Alvarado, Jose Luis
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: The proposed project will recruit for application to the program culturally and
linguistically diverse special education teachers for the rural, desert region of Imperial County,
California, the state’s poorest and fastest-growing county. The program will utilize the internship
credential that the state has authorized for improving the quality of teachers who otherwise
would be teaching without full certification.

Grant/Contract #: H325K060527
Awardee: National University
Title: Project PEBSE: Preparing Evidence-Based Special Educators
Project Director(s): Kutaka-Kennedy, Joy; Sebastian, Joan
FY 2006 Amount Awarded: $194,318
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This project will prepare highly qualified teachers who will use evidence-based
practices to serve students with mild to moderate and moderate to severe students from culturally
and linguistically diverse backgrounds in high-need districts. Project goals include: (1) recruiting
and preparing highly qualified individuals from the ranks of paraprofessionals and “career
changers” with an emphasis on underrepresented populations for application to the program; (2)
preparing participants to implement evidence-based practices using systematic procedures to
measure and monitor K–12 student growth; (3) providing professional support to participants as
they complete a special education teaching credential; (4) providing financial support to
participants as they complete a special education teaching credential; (5) conducting a
comprehensive evaluation of project activities, participant performance, and associated outcomes
for K–12 students with disabilities; and (6) disseminating information on project model,
implementation, evaluations, and outcomes.


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Project Abstracts—Personnel Development


Grant/Contract #: H325K060528
Awardee: University of Massachusetts Boston
Title: Support for Early Intervention/Early Childhood Network (SECEN) at UMass
Project Director(s): Freeman, Ann
FY 2006 Amount Awarded: $198,106
Beginning Date: 10/1/2006
Ending Date: 9/30/2010
Purpose: This program will recruit for application to the program students from culturally and
linguistically diverse populations to earn a bachelor’s degree as well as dual licensure in early
intervention and early childhood education.

Grant/Contract #: H325K060533
Awardee: Howard University
Title: Training Highly Qualified Personnel with Cultural Competence in
        Speech-Language Pathology
Project Director(s): Payne, Kay
FY 2006 Amount Awarded: $200,000
Beginning Date: 10/15/2006
Ending Date: 10/14/2010
Purpose: This project will recruit and retain 12 bachelor’s degree-level speech-language
pathology assistants and train them for master’s degrees, full American Speech and Hearing
Association (ASHA) certification and state licensure in speech pathology. It also will provide
in-service training to 33 speech-language pathology professionals to enable them to gain course
credits to update their knowledge and maintain certification and pass the Praxis examination in
order to achieve ASHA certification and state licensure.

Grant/Contract #: H325K060537
Awardee: Regents of New Mexico State University
Title: Training School Psychology Practitioners to Work with Diverse Populations
Project Director(s): Arroyos-Jurado, Elsa
FY 2006 Amount Awarded: $200,000
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: This project will increase the number of school psychologists serving culturally and
linguistically diverse students and their families, in order to better serve the needs of all infants,
toddlers, children, and youths, and their families.




40
                                                          Project Abstracts—Personnel Development


Grant/Contract #: H325L060002
Awardee: University of Maryland College Park
Title: Interdisciplinary Training in Analysis of Large-Scale Databases
Project Director(s): McLaughlin, Margaret
FY 2006 Amount Awarded: 499,926
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will support doctoral trainees in developing knowledge and skills in
conducting interdisciplinary research utilizing large-scale data-bases to address critical policy
and practice issues relating to children and youths with disabilities receiving special education
and related services. The program has five objectives: (1) recruit, select, and retain doctoral
students with diverse academic backgrounds and experience; (2) provide a comprehensive array
of doctoral-level course work and experiences, including state-of-the art research methodologies
related to the design, implementation, and analyses of large-scale data sets and in topical areas,
such as special education law, special education, or education policy, including the Elementary
and Secondary Education Act of 1965, as amended by No Child Left Behind; (3) provide, with
the cooperation of collaborating entities, such as government agencies and nongovernmental
organizations, research apprenticeships, and internships for doctoral student fellows so that
recipients of fellowships have the opportunity to carry on their own research activities; (4)
provide program recipients with individualized course work planning, mentoring, and career
planning in the field of special education; and (5) provide opportunities for doctoral trainees
from universities outside of UM to develop an awareness of and participate in research utilizing
large-scale data-bases.

Grant/Contract #: H325P060012
Awardee: Arizona State University
Title: NIUSI (National Institute for Urban School Improvement) Principal Leadership
        Academies iNitiatives (NIUSI-PLAN)
Project Director(s): Kozleski, Elizabeth
FY 2006 Amount Awarded: $285,000
Beginning Date: 11/1/2006
Ending Date: 10/31/2011
Purpose: The purpose of this project is to directly assist at least 400 principals across the
country to develop and implement inclusive schools to ensure their students with and without
disabilities meet or exceed academic standards set by their states and measured by state
assessment systems.




                                                                                                41
Project Abstracts—Personnel Development


Grant/Contract #: H325S060004
Awardee: University of North Carolina at Chapel Hill
Title: National Center on High-Quality Personnel in Inclusive Early Childhood Settings
Project Director(s): Winton, Pamela
FY 2006 Amount Awarded: $474,433
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of the National Center on High-Quality Personnel in Inclusive Early
Childhood Settings is to increase the number of high-quality early childhood personnel in
inclusive early care and education settings.




42
                                           Project Abstracts—Technical Assistance and Dissemination


Technical Assistance and Dissemination to Improve Services and
Results for Children with Disabilities Program
(23 New Awards for FY 2006)
Grant/Contract #: H326B060010
Awardee: Orelena Hawks Puckett Institute
Title: Center for Early Literacy Learning (CELL)
Project Director(s): Dunst, Carl; Trivette, Carol
FY 2006 Amount Awarded: $799,715
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to identify, promote, and support the adoption and
utilization of evidence-based early literacy and language assessments, curricula, and instructional
practices for infants, toddlers, and preschoolers with developmental delays and
diagnosed disabilities.

Grant/Contract #: H326D060001
Awardee: Saint Paul College
Title: Midwest Center for Postsecondary Outreach
Project Director(s): Buchkoski, David
FY 2006 Amount Awarded: $1,000,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will increase and improve postsecondary educational opportunities for
individuals who are deaf in the following 13 Midwestern states: Iowa, Illinois, Indiana, Kansas,
Minnesota, Michigan, Missouri, Nebraska, North Dakota, Ohio, Oklahoma, South Dakota,
and Wisconsin.

Grant/Contract #: H326D060002
Awardee: University Corporation
Title: PEPnet West (Postsecondary Education Programs Network West)
Project Director(s): McLeod, Catherine
FY 2006 Amount Awarded: $1,000,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will improve academic achievement and results for students who are deaf.
Specifically, the project will: (1) promote academic achievement and improve results for deaf
students by supporting technical assistance, model demonstration projects, dissemination of
pertinent information, and evidence-based implementation activities; (2) address needs of
personnel in special education, related services, early intervention, and regular education through
knowledge and skill development activities; and (3) promote the use of technology to improve
results for deaf individuals and to support media services of educational value in the classroom,
including assistive technologies.


                                                                                                43
Project Abstracts—Technical Assistance and Dissemination


Grant/Contract #: H326D060003
Awardee: University of Tennessee
Title: PEPnet South (Postsecondary Education Programs Network South)
Project Director(s): Kolvitz, Marcia
FY 2006 Amount Awarded: $1,000,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will help secondary and postsecondary institutions address the
postsecondary, vocational, technical, continuing, and adult education needs of individuals who
are deaf. Its goal is to expand and enhance transition services and access to postsecondary
education opportunities for persons who are deaf. The project objectives include: (1) conducting
training with secondary, postsecondary, vocational, and adult education professionals and
support staff regarding transition and postsecondary educational services for students who are
deaf; (2) establishing a technical assistance network for secondary, postsecondary, vocational,
and adult education professional and support staff; and (3) demonstrating how technology can be
used to provide access to and accommodations within programs for individuals who are deaf.

Grant/Contract #: H326D060004
Awardee: Rochester Institute of Technology
Title: Technology: Access 2001, A Pathway to Success (A Vision for the Northeast
        Regional Center)
Project Director(s): Brooks, Dianne
FY 2006 Amount Awarded: $1,000,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will work with secondary and postsecondary programs to explore and
expand the options for access to and support for students who are deaf or hard of hearing through
the use of technology.

Grant/Contract #: H326H060005
Awardee: The University of North Carolina at Chapel Hill
Title: National Early Childhood Technical Assistance Center
Project Director(s): Trohanis, Pat
FY 2006 Amount Awarded: $3,000,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will establish a National Early Childhood Technical Assistance Center.
The center is intended to strengthen state and local service systems to ensure that young children
with disabilities and their families receive and benefit from high-quality, evidence-based,
culturally-appropriate, and family-centered supports and services.




44
                                           Project Abstracts—Technical Assistance and Dissemination


Grant/Contract #: H326M060006
Awardee: University of Oregon
Title: Intensive Positive Behavior Support
Project Director(s): Anderson, Cynthia; Lewis-Palmer, Teri
FY 2006 Amount Awarded: $399,842
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The purpose of this project is to create a model development project to develop,
implement, evaluate, and document a practical, evidence-based model of behavior support for
those children with the most extreme behavior support needs.

Grant/Contract #: H326M060009
Awardee: University of Washington
Title: Scaling the Pyramid: Tertiary Intervention Model to Serve Students with
        Challenging Behavior
Project Director(s): Davis, Carol A.; Schwartz, Ilene
FY 2006 Amount Awarded: $399,990
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The purpose of this project is to develop a model of technical assistance that:
(1) influences student behavior to promote student learning and contributes to the quality of life;
(2) institutes a system of staff development to sustain knowledge of evidence-based practices in
the school and classroom; and (3) is cost-effective and efficient for school districts to implement
and sustain.

Grant/Contract #: H326M060010
Awardee: University of Kansas Center for Research, Inc.
Title: Tertiary Intervention: The K–I
Project Director(s): Sailor, Wayne
FY 2006 Amount Awarded: $399,999
Beginning Date: 1/1/2007
Ending Date: 12/31/2010
Purpose: The purpose of this project is to fund a model demonstration center with schools and
implementation in Kansas and Illinois. The aim is for the center to show: (1) how and when
resources and systems are organized to ensure the success of all students in accordance with a
response to intervention logic model and (2) how individual supports and interventions for
students with complex needs can be more effectively and efficiently provided.




                                                                                                 45
Project Abstracts—Technical Assistance and Dissemination


Grant/Contract #:H326T060002
Awardee: Teaching Research Institute, WOU
Title: National Technical Assistance Center (NTAC)
Project Director(s): Stremel, Kathleen
FY 2006 Amount Awarded: $2,100,000
Beginning Date: 4/1/2006
Ending Date: 3/31/2011
Purpose: The purpose of this project is to promote academic achievement and results for
children (birth through 26) who are deaf-blind through technical assistance, model
demonstration, and dissemination activities that are supported by evidence-based research. The
project also aims to help address state-identified needs for highly qualified personnel by ensuring
that personnel have skills and knowledge.

Grant/Contract #: H326X060003
Awardee: Wisconsin Department of Public Instruction
Title: Enhancing the Wisconsin Alternate Assessment: Evidence and Technology Innovations to
        Advance Reporting of the Achievements of Students with Significant Disabilities
Project Director(s): Stremel, Kathleen
FY 2006 Amount Awarded: $306,325
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: This project is designed to significantly improve the Wisconsin Alternate Assessment
for Students with Significant Disabilities (WAA-SwD), a comprehensive rating scale with items
based on the state’s Alternate Performance Indicators and aligned to the state’s Model Academic
Standards in reading/language arts, mathematics, science, and social studies. Although the
WAA-SwD is one of the oldest and most researched alternate assessments in the country, it has
not kept pace with some of the requirements of No Child Left Behind and has been cited by U.S.
Department of Education, Office of Special Education Programs, peer reviewers as needing
improvement in the areas of academic achievement standards, technical quality, and alignment.

Grant/Contract #: H326X060004
Awardee: University of Oregon
Title: Ensuring the Participation of Students with the Most Significant Disabilities in Statewide
        Large-Scale Assessment Using the Scaffolded Extended Assessment System (SEAS)
Project Director(s): Tindal, Gerald
FY 2006 Amount Awarded: $307,363
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: This project is a direct response to the most recent outcome of a federal peer review of
Oregon’s assessment system. One of the findings of that review was that the life-skills
component of Oregon’s two-tiered alternate assessment system was no longer eligible to be
included in the state’s AYP participation data. Therefore, the purpose of this project is to develop
and validate an alternate academic assessment for the students previously served by life-skills



46
                                            Project Abstracts—Technical Assistance and Dissemination


assessment (known as Career and Life Role Assessment System, or CLRAS). The new
assessment will be referred to as the Scaffolded Extended Assessment System, or SEAS.

Grant/Contract #: H326X060005
Awardee: Arizona Department of Education
Title: Refining AIMS-A: Innovations to Advance Assessment of Students with
        Significant Disabilities
Project Director(s): Croswell, Judith
FY 2006 Amount Awarded: $290,173
Beginning Date: 11/1/2006
Ending Date: 10/31/2007
Purpose: In this project, the Arizona Department of Education will develop an innovative
method for assessing student achievement in science and concurrently enhance the technical
quality of its alternate assessment system for students with significant disabilities, the Arizona
Instrument to Measure Standards-Alternate (AIMS-A). The current version of this assessment
instrument combines comprehensive rating scales and structured performance events.

Grant/Contract #: H326X060007
Awardee: South Carolina Department of Education
Title: South Carolina Modifications, Accommodations, Reports, and Standards (MARS) Project
Project Director(s): Siskind, Teri
FY 2006 Amount Awarded: $307,389
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The Office of Assessment and the Office of Exceptional Children within the South
Carolina Department of Education will join forces to develop alternate achievement standards
aligned with South Carolina’s academic content standard; report on the participation and
performance of students with disabilities on alternate assessments; and develop appropriate
assessment accommodations that do not alter established reliability and validity of the
assessment instrument. By addressing both alternate assessment and accommodation in
assessment, this project will ensure that the majority of students with disabilities participate in
statewide assessment.

Grant/Contract #: H326X060008
Awardee: Minnesota Department of Education
Title: Minnesota General Supervision Enhancement Grant
Project Director(s): Troolin, Barbara
FY 2006 Amount Awarded: $307,500
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: This project will improve the effectiveness of testing accommodations by reevaluating
state policies for consistency with best practices and federal guidelines, and by providing
district-level training to ensure the consistent application of accommodations in the classroom
and on statewide assessments. The intent of the project is to develop and implement effective


                                                                                                     47
Project Abstracts—Technical Assistance and Dissemination


accommodations that do not alter the validity of the statewide assessment instrument by
increasing the correlation between documented accommodations in the Individualized Education
Program (IEP) and the application of accommodations chosen for students during
statewide assessment.

Grant/Contract #: H326X060009
Awardee: Iowa Department of Education
Title: The SAAFE-Learning Project: Standards and Assessment Alignment for Equal Learning
Project Director(s): Ikeda, Martin
FY 2006 Amount Awarded: $307,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2007
Purpose: The purpose of this project is to develop and validate: (1) alternate achievement
standards aligned with grade-level content standards; (2) high-quality alternate assessments that
measure the achievement of students, ages 6 through 21, with the most significant cognitive
disabilities, based on the established alternate achievement standards; and (3) report on
participation and performance of students with disabilities on alternate assessments.

Grant/Contract #: H326X060010
Awardee: University of New Hampshire
Title: Beyond Access to Assessment
Project Director(s): Jorgenson, Cheryl
FY 2006 Amount Awarded: $307,468
Beginning Date: 11/1/2006
Ending Date: 10/31/2007
Purpose: This project will: (1) develop new accommodations for the New England Common
Assessment Program (NECAP) that do not impact its validity and reliability, and that result in an
increase in the percentage of students taking the NECAP with accommodations, a decrease in the
percentage of students taking the New Hampshire Alternate Assessment, and an increase in the
percentage of students with disabilities who access the depth, breadth, and complexity of the
general curriculum and (2) enhance the state education agency’s ability to provide guidance and
supervision to the local education agencies relative to the participation of students with
disabilities in statewide assessments.

Grant/Contract #: H326X060011
Awardee: University of Guam
Title: Pacific Assessment Consortium: American Samoa’s Implementation
Project Director(s): De Leon, June R.
FY 2006 Amount Awarded: $237,093
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The project provides technical support for the Pacific Basin entity of American Samoa
to improve capacity for accurately reporting on the performance and participation of students
with disabilities in the statewide assessment system and represents the second phase


48
                                          Project Abstracts—Technical Assistance and Dissemination


(implementation) of American Samoa’s participation in the Pacific Assessment
Consortium (PAC6).

Grant/Contract #: H326X060012
Awardee: University of Guam
Title: Pacific Assessment Consortium: Guam’s Implementation
Project Director(s): De Leon, June R.
FY 2006 Amount Awarded: $188,103
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The project provides technical support for the Pacific Basin entity of the U.S. Territory
of Guam to improve capacity for accurately reporting on the performance and participation of
students with disabilities in the statewide assessment system and represents the second phase
(implementation) of Guam’s participation in the Pacific Assessment Consortium (PAC6).

Grant/Contract #: H326X060013
Awardee: University of Guam
Title: Pacific Assessment Consortium: Republic of the Marshall Islands Implementation
Project Director(s): De Leon, June R.
FY 2006 Amount Awarded: $230,366
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The project provides technical support for the Pacific Basin entity of the Republic of
the Marshall Islands (RMIs) to improve capacity for accurately reporting on the performance and
participation of students with disabilities in the statewide assessment system and represents the
second phase (implementation) of RMIs’ participation in the Pacific Assessment
Consortium (PAC6).

Grant/Contract #: H326X060014
Awardee: University of Guam
Title: Pacific Assessment Consortium: Federated States of Micronesia’s Implementation
Project Director(s): De Leon, June R.
FY 2006 Amount Awarded: $217,066
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The project provides technical support for the Pacific Basin entity of the Federated
States of Micronesia (FSM) to improve capacity for accurately reporting on the performance and
participation of students with disabilities in the statewide assessment system and represents the
second phase (implementation) of FSM’s participation in the Pacific Assessment
Consortium (PAC6).




                                                                                               49
Project Abstracts—Technical Assistance and Dissemination


Grant/Contract #: H326X060015
Awardee: University of Guam
Title: Pacific Assessment Consortium: Republic of Palau
Project Director(s): De Leon, June R.
FY 2006 Amount Awarded: $222,753
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The project provides technical support for the Pacific Basin entity of the Republic of
Palau (ROP) to improve capacity for accurately reporting on the performance and participation
of students with disabilities in the statewide assessment system and represents the second phase
(implementation) of ROP’s participation in the Pacific Assessment Consortium (PAC6).

Grant/Contract #: H326X060016
Awardee: University of Guam
Title: Pacific Assessment Consortium: Commonwealth of the Northern Mariana Islands
        Implementation
Project Director(s): De Leon, June R.
FY 2006 Amount Awarded: $203,099
Beginning Date: 1/1/2007
Ending Date: 12/31/2007
Purpose: The project provides technical support for the Pacific Basin entity of the
Commonwealth of the Northern Mariana Islands (CNMIs) to improve capacity for accurately
reporting on the performance and participation of students with disabilities in the statewide
assessment system and represents the second phase (implementation) of CNMIs’ participation in
the Pacific Assessment Consortium (PAC6).




50
                                                            Project Abstracts—Technology and Media


Technology and Media Services for Individuals with Disabilities
Program (20 New Awards for FY 2006)
Grant/Contract #: H327A060011
Awardee: CAST, Inc.
Title: Phase II Science Writer: A Universally Designed Thinking Writer
Project Director(s): Murray, Elizabeth
FY 2006 Amount Awarded: $599,871
Beginning Date: 4/1/2006
Ending Date: 3/31/2008
Purpose: Research on writing instruction for students with disabilities indicates that many
students benefit from explicit writing strategy instruction, particularly when coupled with
prompts for self-regulation. The purpose of this project is to conduct an experimental study of
Science Writer, a technology-based writing approach developed by CAST to meet the challenge
of supporting students with disabilities in writing science reports. Science Writer is based on the
principles of universal design for learning, with research-based supports for the writing process,
structured opportunities to practice writing, and systems for monitoring student progress that
informs instruction and provides students with helpful feedback.

Grant/Contract #: H327A060014
Awardee: Regents of the University of Minnesota
Title: Computer-Based Assessment System (CBAS) of Early Reading Development to Inform
        and Evaluate Reading Interventions
Project Director(s): Christ, Theodore
FY 2006 Amount Awarded: $345,998
Beginning Date: 9/1/2007
Ending Date: 8/31/2008
Purpose: This Phase Ι project will develop an automated computer-based assessment system
(CBAS) to evaluate the level and rate of early reading development. The CBAS will integrate the
Computer Adaptive Testing (CAT) and Adaptive Self-Referenced Assessment Test (ASRT)
technology to facilitate an efficient and precise intervention-linked assessment system. It is
intended that the application will have significant uses for students who are at risk or diagnosed
with reading disabilities. The automation and psychometric features of the CBAS can enhance
the potential for educators to use data to drive education-related decisions and provide
effective interventions.




                                                                                                 51
Project Abstracts—Technology and Media


Grant/Contract #: H327A060026
Awardee: Technical Education Research Centers, Inc.
Title: The Signing Science Dictionary Project
Project Director(s): Vesel, Judy
FY 2006 Amount Awarded: $168,845
Beginning Date: 8/1/2006
Ending Date: 7/31/2008
Purpose: The goal of this project is to develop an illustrated interactive 3-D dictionary of signed
science terms, evaluate it for usability and feasibility, and add to the avatar lexicon of technical
terms. The dictionary will be designed to serve the approximately 50,000 students in elementary
and middle grades who are deaf or hard of hearing and whose first language is sign. Under IDEA
and No Child Left Behind, these students are required to have access to the same content as
students without disabilities. This first-of-its-kind tool will support access to and understanding
of age-appropriate, standards-based science content among members of the target population.

Grant/Contract #: H327A060031
Awardee: George Mason University
Title: Kellar Instructional Handheld Data System (KIHd System)
Project Director(s): Behrmann, Michael
FY 2006 Amount Awarded: $300,000
Beginning Date: 9/1/2006
Ending Date: 8/31/2008
Purpose: The fields of data collection and the influx of children with disabilities who need
one-to-one training coupled with data interpretation of their individual progress have converged,
so that development of an uncomplicated system of handling data only one time is highly
desirable. The Kellar Handheld Instructional data (KIHd) system is intended to address that
need. It is a universally accessible Internet (browser-based) personal digital assistant that can be
used to collect data and a personal computer that will be used to mainly define and analyze the
data collected. The KIHd System will allow educators and data collectors to have one-touch data
collection and immediate analysis of that data in order to make evidence-based, education-
related decisions. The purpose of this Phase II project, which uses the KIHd System, is to
determine intervention efficacy of single-subject designs through randomized tests across a range
of environments.




52
                                                            Project Abstracts—Technology and Media


Grant/Contract #: H327A060051
Awardee: University of Kansas Center for Research, Inc.
Title: Effects of Progress Monitoring Supported by National Web-Based Technology on the
        Intervention Results of Infants and Toddlers With and Without Disabilities
        Ages Birth to Three
Project Director(s): Greenwood, Charles; Buzhardt, Jay
FY 2006 Amount Awarded: $598,823
Beginning Date: 11/1/2006
Ending Date: 10/31/2009
Purpose: Progress monitoring is a science-based practice used to evaluate individual child
progress. While it has been used extensively in K–12 special and general education, little is
known about its effectiveness with infants and toddlers, especially when it is coupled with
response to intervention methods. This Steppingstones Phase II project will investigate the
effectiveness of using a Web-based technology to conduct progress monitoring of early
expressive communication outcomes for infants and toddlers with and without disabilities, ages
birth to 3 years.

Grant/Contract #: H327A060054
Awardee: Michigan State University
Title: Project ACCELerate: Accelerating Expository Literacy in the Support of Students in the
        Middle School Curriculum
Project Director(s): Englert, Carol Sue; Okolo, Cindy; Mariage, Troy
FY 2006 Amount Awarded: $300,000
Beginning Date: 8/16/2006
Ending Date: 8/15/2009
Purpose: In the face of challenging expository curricula, teachers need to be better equipped to
bridge the gap between learners who are proficient in an array of strategies for understanding and
composing expository text, and those learners who are not proficient. Effective interventions
must be designed to not only provide access to the literacy strategies needed by students, but to
increase teachers’ competence in teaching expository strategies effectively. Project ACCELerate
will address these needs by integrating evidence-based literacy strategies that can help students
read and write expository texts in a Web-based learning environment.

Grant/Contract #: H327A060055
Awardee: University of Oregon
Title: Project DIVIDE in Mathematics: Dynamic Instruction Via Designed Environments
        in Mathematics
Project Director(s): Ketterlin Geller, Leanne
FY 2006 Amount Awarded: $199,328
Beginning Date: 9/1/2006
Ending Date: 8/31/2008
Purpose: Presently, teachers struggle to support the needs of students with disabilities in the
general education curriculum due, in part, to the difficulty of implementing accommodations in
instruction and assessment. Additionally, math instruction for students with disabilities is often


                                                                                                 53
Project Abstracts—Technology and Media


limited to rote memorization of computation facts with little attention to developing a conceptual
framework for applying these skills or to using the skills in problem-solving tasks. Further, the
use of technological supports is minimized. This Phase Ι project will address all of these issues
by developing a stand-alone dynamic learning station that can deliver individualized
supplemental instruction to support the needs of students with limited access skills and
prerequisite skills.

Grant/Contract #: H327A060059
Awardee: University of Delaware
Title: Facilitating Language and Learning Through Customized Language Representations
Project Director(s): Mineo Mollica, Beth
FY 2006 Amount Awarded: $268,724
Beginning Date: 1/1/2007
Ending Date: 12/31/2008
Purpose: The design of many instructional and augmentative communication products renders
them inaccessible to many young children with disabilities, although it is often this very
population that most needs specialized supports for expressive communication and language
learning. With Steppingstones Phase Ι funding, the University of Delaware’s Center for Applied
Science and Engineering developed a device to address such needs. This device enables the
capture of images from an individual’s surroundings for incorporation into assessments,
interventions, and communication devices in a variety of representation forms in order to exploit
perceptual features that are most salient for that individual. This Phase II project will carry that
work to its next stage by investigating the effectiveness of this image customization.

Grant/Contract #: H327A060060
Awardee: Oregon Research Institute
Title: Investigating the Effects of Teaching Orientation and Mobility Skills to Children Who Are
        Blind or Visually Impaired in Virtual Reality: A Phase II Steppingstones Project
Project Director(s): Inman, Dean
FY 2006 Amount Awarded: $298,411
Beginning Date: 10/1/2006
Ending Date: 9/30/2008
Purpose: The purpose of this project is to study the effectiveness of virtual reality orientation
and mobility training for children who are blind or visually impaired. These children are taught
how to use tactical and acoustical information to move safely within the real world. This is a
difficult task that requires many hours of intense one-on-one training in a variety of settings over
a period of many years. The study seeks to determine if training in virtual reality affects
performance in actual reality. A preliminary pilot study indicates this technique works; however,
there are questions that unknown or unmeasured factors could be responsible for improved
performance as well.




54
                                                          Project Abstracts—Technology and Media


Grant/Contract #: H327A060066
Awardee: Ohio State University Research Foundation
Title: Access Tomorrow: Using E-Mentoring, Web-Based, and Assistive Technologies for
        Increasing Achievement and Transition Outcomes
Project Director(s): Izzo, Margo
FY 2006 Amount Awarded: $199,463
Beginning Date: 8/1/2006
Ending Date: 7/31/2008
Purpose: Despite the current emphasis on higher academic standards, many youths with
disabilities are still leaving school without the academic and 21st-century skills needed to
participate fully in employment and postsecondary education. To address this gap, mentoring
programs have been established and appear to have significant positive outcomes for students.
However, more research is needed to examine the relationship between mentoring and academic
achievement, youth employment, and postsecondary education. This project will address that
need through a three-tiered model called Access Tomorrow.

Grant/Contract #: H327A060072
Awardee: University of Oregon
Title: TeenMail: Using Electronic Communication to Connect Teens with Traumatic Brain
        Injury (TBI) to Their Peers
Project Director(s): Sohlberg, McKay; Fickas, Stephen
FY 2006 Amount Awarded: $399,940
Beginning Date: 10/1/2006
Ending Date: 9/30/2008
Purpose: Adolescents with TBI present a unique profile of social, behavioral, cognitive, and
academic challenges. These impairments lead to problems with social interaction and result in
the loss of a peer network. The goal of this project is to produce a communication technology for
youths with TBI with demonstrated usability and high potential to impact social connectedness
with noninjured peers.

Grant/Contract #: H327A060075
Awardee: University of Hawaii
Title: Text-to-Speech Software as a Tool for Improving the Reading Comprehension and Overall
         Reading Skills of Students with Difficulty Reading
Project Director(s): Stodden, Robert
FY 2006 Amount Awarded: $200,000
Beginning Date: 7/1/2006
Ending Date: 6/30/2008
Purpose: This project will determine if text-to-speech software is an effective tool for improving
the reading comprehension, reading rate, and reading skills of 9th and 10th grade students
identified as learning disabled and who read between the 1.0 and 5.0 grade levels. This research
will investigate text-to-speech software and its effectiveness as a compensatory strategy for
improving reading comprehension as well as its effectiveness as a tool for improving reading
skills, thus influencing in-school behaviors. The research aims to contribute to the national


                                                                                               55
Project Abstracts—Technology and Media


priorities of increasing the research base on the effectiveness of assistive technology, as
expressed in the New Freedom Initiative and the Assistive Technology Act.

Grant/Contract #: H327C060012
Awardee: Narrative Television Network
Title: NTN’s Multi-Technology Accessible Educational Project
Project Director(s): Stovall, Jim
FY 2006 Amount Awarded: $376,650
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The goal of this project is to provide accessible educational television programming to
children (K through 12) with aural or visual disabilities. It also aims to develop new ways to
create and distribute videos, DVDs, CD-ROMs, and streamed videos for utilization in
educational settings. The overarching goal is to help children with visual or aural disabilities
engage in age-appropriate educational activities as they strive to maintain an equal educational
footing with their peers. The project will work with its program partners and Captioning
Coalition members to describe, or caption and describe, 700 hours of new, widely available
educational programming for children with disabilities.

Grant/Contract #: H327C060013
Awardee: CaptionMax, Inc.
Title: Access to Emerging Technologies: History, Social Studies, and Civics in the Classroom
Project Director(s): Duckler, Max
FY 2006 Amount Awarded: $376,650
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to provide fully accessible and enhanced multimedia
educational programs for history, social studies, and civics classrooms and gain feedback from
deaf, hard of hearing, blind, and low vision students and teachers about the value and ease of use
of these access services in new technologies.

Grant/Contract #: H327C060014
Awardee: CaptionMax, Inc.
Title: Access to Emerging Technologies: Science in the Classroom
Project Director(s): Duckler, Max
FY 2006 Amount Awarded: $376,650
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to create captions and video descriptions as well as
enhanced captions and expanded video descriptions for curriculum-based science programs by
taking advantage of the flexibility and interactivity of new media formats.




56
                                                            Project Abstracts—Technology and Media


Grant/Contract #: H327E060001
Awardee: American Printing House for the Blind and Dyslexic, Inc.
Title: National Instructional Materials Access Center (NIMAC)
Project Director(s): Myers, Julia
FY 2006 Amount Awarded: $920,500
Beginning Date: 6/1/2006
Ending Date: 5/31/2011
Purpose: Congress mandated in IDEA, Sec. 674(e), that the secretary establish and support,
through the American Printing House for the Blind, a center to be known as the National
Instructional Materials Access Center (NIMAC), not later than one year after the date of
enactment of IDEA of 2004. The NIMAC shall receive and maintain a catalog of print
instructional materials prepared in the National Instructional Materials Accessibility Standard
(NIMAS), the standard established by the secretary to be used in the preparation of electronic
files suitable and used solely for efficient conversion into specialized formats, made available to
such center by the textbook publishing industry, state education agencies, and local
education agencies.

Grant/Contract #: H327K060001
Awardee: Recording for the Blind & Dyslexic, Inc.
Title: Accessible Media for Students with Visual Impairment
Project Director(s): Smith, Peter
FY 2006 Amount Awarded: $11,880,000
Beginning Date: 10/1/2005
Ending Date: 9/30/2006
Purpose: Recording for the Blind & Dyslexic, Inc. (RFB&D) is a national provider of accessible
audio textbooks for print-disabled students. The mission of RFB&D is to create educational
opportunities for print-disabled students by providing and promoting the effective use of
accessible educational materials.

Grant/Contract #: H327N060002
Awardee: National Association of the Deaf
Title: Described and Captioned Media Program
Project Director(s): Stark, Bill
FY 2006 Amount Awarded: $1,499,460
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to ensure that elementary and secondary students with
vision or hearing loss will benefit from the same educational media used to enrich the
educational experiences of other students. Hence, educational media will be selected, captioned,
described, and then distributed through a proposed Accessible Learning Center network as well
as through digital technology mechanisms of streaming and downloading. A fully accessible
Web site providing registration and media scheduling will support this activity. The project also
will promote educational media accessibility through the development of an
information clearinghouse.


                                                                                                 57
Project Abstracts—Technology and Media


Grant/Contract #: H327Q060001
Awardee: GWETA, Inc.
Title: Reading Rockets: A Multi-Media Literacy Project
Project Director(s): Gunther, Noel
FY 2006 Amount Awarded: $1,535,000
Beginning Date: 7/1/2006
Ending Date: 6/30/2009
Purpose: The purpose of this project is to disseminate the best research-based findings on
teaching reading to young children with reading disabilities. The project aims to reach its
audience of parents, teachers, special education directors, child care providers, school
administrators, and policy-makers. The project aims to: (1) operate and expand its Web sites; (2)
produce a new half-hour TV program about nurturing literacy in young children as part of the
“Launching Young Readers” PBS series; (3) present two new webcasts featuring leading reading
researchers and practitioners; and (4) undertake ongoing outreach and promotion, coordinating
efforts with national partners, like the National Association of Elementary School Principals, the
American Language Association, and the American Speech Hearing Association.

Grant/Contract #: H327Z060003
Awardee: American Institutes for Research
Title: Center to Support Technology Innovation for Children with Disabilities
Project Director(s): Gray, Tracy
FY 2006 Amount Awarded: $799,997
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The goal of this project is to serve as a change agent and information hub within the
field of innovators and researchers, developing a collaborative network by working with leaders
in the field and disseminating relevant and customized information through a variety of channels.
The project aims to: (1) develop and implement a national collaborative network; (2) promote the
distribution and use of technology-related products and approaches; (3) track technology
innovation developments and needs; and (4) engage in communication and evaluation activities.




58
                                                Project Abstracts—Training and Information for Parents


Training and Information for Parents of Children
withDisabilities Program (29 New Awards for FY 2006)
Grant/Contract #: H328C060009
Awardee: LINKS Mat-Su Parent Resource Center
Title: LINKS Mat-Su Parent Resource Center
Project Director(s): Sprague, Teresa Kay
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The goal of this project is to provide families of children with disabilities, ages birth
through 26, with the training and information they need. The project will expand its capacity to
serve underserved parents of children with disabilities in the Mat-Su Borough, the fastest
growing area in Alaska. The Mat-Su Valley is home to the second largest school district in
Alaska, with approximately 1,500 students of whom approximately 14 percent experience some
type of identified disability. The project plans to address the area’s unique feature of being a
rapidly growing, yet severely isolated, suburb. Finally, while addressing the lack of access to
information, transportation, training, support, and other resources, the project also will address
rapid shifts in the local culture and the increased demand for limited services.

Grant/Contract #: H328C060012
Awardee: Family Support Network/HOPE
Title: HOPE Parent Resource Center
Project Director(s): Dieter, Vicki
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The purpose of this project is to provide training and information to families of
children ages birth through 26 with all types and levels of disabilities. To respond to No Child
Left Behind, the center focuses on diverse underserved or unserved community members,
low-income parents, and parents with disabilities who are traditionally isolated and underserved
in the rural Catawba Valley area of North Carolina.

Grant/Contract #: H328C060014
Awardee: Denver-Metro Community Parent Resource Center, Inc.
Title: Denver-Metro Community Parent Resource Center, Inc.
Project Director(s): Tramutt, Jacey
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The purpose of the Denver-Metro Community Parent Resource Center (CPRC) is to
provide parents of children with disabilities with the resources, training, referrals, and disability-
related information they need. The project also aims to support inclusive educational and



                                                                                                    59
Project Abstracts—Training and Information for Parents


community opportunities for families in the Denver-Metro area, including those from low-
income backgrounds with children, from ages birth through 26, with the full range of disabilities
as described in IDEA.

Grant/Contract #: H328C060019
Awardee: Disability Rights Education and Defense Fund, Inc.
Title: DREDF Family Resource Center
Project Director(s): Byrnes, Wendy
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The goal of this project is to provide families of children with disabilities in
underserved or unserved communities, including those with low-income and limited English
proficiency, with the training and information they need. Approximately 40 percent of children
in foster care receive special education services. This project will train and provide follow-up
technical assistance and advocacy support to foster parents of children with disabilities, ages
birth through 26; family members of those children; older foster youths with disabilities; and
child welfare and dependency personnel working with foster children with disabilities in
Alameda County, Calif.

Grant/Contract #: H328C060021
Awardee: Families Together of the Palouse-Northwest Region
Title: Reaching Out with Resources to Rural Families
Project Director(s): Scuderi, Peggy; Curry, Chris
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The purpose of this project is to serve low-income, rural families with children with
the full range and severity of disabilities and parents with disabilities in 16 school districts in
four counties in southeastern Washington state. The project will address the unique needs of low-
income families who live in rural areas, have limited resources, and need intensive one-on-one
training, information and support in order to help their children meet developmental and
functional goals, achieve the academic goals set for all children, and lead productive,
independent adult lives.

Grant/Contract #: H328C060023
Awardee: Training and Information Centers for Parents of Children with Disabilities Program
Title: CDIC—Community Parent Resource Center
Project Director(s): Mata, Betty
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The purpose of this project is to establish a Community Parent Resource Center
(CPRC) for the community of El Paso, Texas, and the surrounding area. This community is


60
                                                Project Abstracts—Training and Information for Parents


geographically, economically, and politically isolated, and it is marked by great diversity in per
capita income, educational attainment, and English proficiency. The CPRC will provide training,
information, and related support services for parents of children with disabilities in a service
delivery region that includes 12 regional school districts and a combined student population of
approximately 167,000 students.


Grant/Contract #: H328C060027
Awardee: Center for Families of Individuals with Developmental Disabilities
Title: Community Parent Resource Center in American Samoa
Project Director(s): Najera-Suisala, Elda
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The purpose of this project is to serve parents and families of infants, toddlers, and
children, from ages birth through 26, with the full range of disabilities as described in IDEA.
Hence, the projects goals are to: (1) provide training and information to meet the needs of
parents, including their rights, responsibilities, and protections under IDEA; (2) provide a variety
of direct services to meet their educational, social-emotional, and medical needs, their interaction
with the local government and social service agencies, and other activities that promote inclusion
in the community at large; (3) develop a comprehensive outreach program that ensures all
parents and families, living on American Samoa, particularly isolated families, underserved
parents, and parents of children who may be inappropriately identified as having disabilities
when they do not have them, have access to information and resources otherwise unavailable; (4)
provide training and information for the project board and staff members on laws governing the
rights of individuals with disabilities and the provision of special education, related services, and
early intervention services to help ensure that children with disabilities are receiving appropriate
services; and (5) develop a comprehensive operations and work plan to maintain the project as a
functional organization to meet project goals and objectives, the work requirements of the staff,
the requirements of funding sources, and to respond appropriately and in a timely manner to the
changing demands of the community.

Grant/Contract #: H328C060028
Awardee: Oregon Family Information Referral Services and Training
Title: Oregon Family Information Referral Services and Training
Project Director(s): Saraceno, Anne
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The goal of this project is to provide families of children with disabilities, from
underserved or unserved communities, including those with low-income and limited English
proficiency, with the training and information they need. The project will prepare and empower
parents of children with disabilities to address the diverse needs of their children. The project
intends to target underserved parents of children with disabilities who reside in Washington,
Clackamas, and Multnomah counties in Oregon. These families will receive training,


                                                                                                   61
Project Abstracts—Training and Information for Parents


information, and services in their native languages and in their communities to improve
education results and help prepare their children to lead productive and independent adult lives.

Grant/Contract #: H328C060032
Awardee: Association for Special Children & Families Community Parent Resource Center
Title: Highlands Parent Center
Project Director(s): Abdul, Angela
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The goal of this project is to assist underserved parents of children with disabilities
living in five rural, wooded communities of New Jersey. These are parents who have disabilities,
live in the domestic violence shelters, foster parents of children with behavioral disabilities, and
those isolated from support due to geographic, attitudinal, and cultural barriers.

Grant/Contract #: H328C060040
Awardee: “Para I Famagu’on-ta” (For Our Children) Project
Title: Saipan, Tinian and Rota Parent Organization (STaRPO)
Project Director(s): Fejeran, Josephine Muna
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: The purpose of this project is to provide information, training, and support services to
parents of children with disabilities. Specific project goals are to: (1) provide training and
information to parents of children with disabilities, in particular to low-income, underserved
parents of children with disabilities living in the remote outer island areas; (2) partner with the
state education agency to assist parents of children with disabilities in understanding procedural
safeguards under IDEA and mediation; (3) partner with parent organizations in the other Pacific
jurisdictions (Commonwealth of the Northern Mariana Islands, Palau, Guam, Republic of the
Marshall Islands, and American Samoa), and with mainland/U.S. parent training information
centers and community parent resource centers; (4) network with all national clearinghouses and
organizations that conduct dissemination activities under IDEA and with other national, state,
and local agencies, organizations, and projects that serve parents of children with disabilities;
and (5) collect, analyze, and report data on an annual basis to the U.S. Department of Education.




62
                                                Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060003
Awardee: Stone Soup Group
Title: Alaska Parent Training and Information Center at Stone Soup Group
Project Director(s): Smart, Jayson
FY 2006 Amount Awarded: $267,122
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to coordinate, manage, and provide training, information,
and resource distribution, and other activities to develop the capacity of Alaska’s parents and
caregivers supporting infants, toddlers, youths and young adults with disabilities statewide.

Grant/Contract #: H328M060004
Awardee: Advocates for Children of New York
Title: Parent Training and Information Center: Training and Information for Parents of
        Children with Disabilities
Project Director(s): Espada, Ann
FY 2006 Amount Awarded: $214,023
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to serve the parents of infants, toddlers, and children
with the full range of disabilities described in IDEA from ages birth through 26 in New York
City, with a focus on underserved parents, parents of children who may be inappropriately
identified as having a disability when they do not have one, and those who face the greatest
barriers to receiving appropriate services, including barriers due to poverty, race, ethnicity,
limited English proficiency, involvement in the child welfare or juvenile justice systems,
homelessness, domestic violence, or teen parenthood.

Grant/Contract #: H328M060006
Awardee: Sinergia, Inc.
Title: Metropolitan Parent Training and Information Center
Project Director(s): Somoza, Mary
FY 2006 Amount Awarded: $214,023
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to provide outreach, information, training, advocacy, and
assistance and referral to parents of children with the full range of disabilities, ages birth through
26, through the full passage of services from early intervention to postsecondary services.




                                                                                                   63
Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060009
Awardee: The Advocacy Center
Title: Parent Training and Information Center
Project Director(s): Blackwell, Jason
FY 2006 Amount Awarded: $532,867
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The goal of this project is to provide training on IDEA, information, referral, technical
assistance, and educational advocacy services to parents and families of children with the full
range of disabilities, ages birth through 26, throughout 57 counties of upstate New York.

Grant/Contract #: H328M060010
Awardee: Coalition for Citizens with Disabilities
Title: Mississippi Parent Training and Information Center
Project Director(s): Jefferson-Acker, Celestine; Troupe, Mary
FY 2006 Amount Awarded: $241,609
Beginning Date: 10/1/2006
Ending Date: 9/30/2009
Purpose: This project will provide parents of children with disabilities, ages birth through 26,
with the information and training parents need to meet developmental and functional goals and
challenging academic achievement goals that have been established for all children while also
preparing them to lead productive, independent adult lives to the maximum extent possible.

Grant/Contract #: H328M060011
Awardee: Pathfinder Services of North Dakota, Inc.
Title: Training and Information for Parents with Children with Disabilities
Project Director(s): Carter, Jim
FY 2006 Amount Awarded: $208,068
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to provide parents of children with disabilities, including
low-income parents, parents of limited English proficient children, and parents with disabilities,
with the training and information they need to enable them to participate effectively in helping
their children with disabilities meet their developmental and functional goals. The project will
serve parents and children of disabilities from ages birth through 26, throughout the entire state
of North Dakota, with special emphasis on reaching those families in rural areas who are isolated
geographically and have limited resources.




64
                                               Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060012
Awardee: Wisconsin Family Assistance Center for Education, Training and Support, Inc.
Title: Wisconsin Parent Training and Information Center
Project Director(s): Serak, Jan; Salzar, Courtney
FY 2006 Amount Awarded: $445,084
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will ensure that parents of infants, toddlers, and children with disabilities
(birth through 26) receive training and information to help improve results for their children.

Grant/Contract #: H328M060013
Awardee: Special Education Action Committee, Inc.
Title: SEAC Parent Assistance Center
Project Director(s): Wheat, Barbara
FY 2006 Amount Awarded: $278,131
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project currently serves Alabama as its only Parent Training and Information
Center, providing accessible training, individualized instruction, and follow-up support to assist
families of children with disabilities in understanding the provisions under IDEA for educating
children with disabilities.

Grant/Contract #: H328M060015
Awardee: KY-SPIN, Inc.
Title: Kentucky Special Parent Involvement Network (KY-SPIN)
Project Director(s): Logsdon, Paulette
FY 2006 Amount Awarded: $251,222
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to provide parents of children with disabilities, including
low-income parents, parents of limited English proficient children, and parents with disabilities,
with the training and information they need to enable them to participate effectively in helping
their children with disabilities. The goal is to have families be able to meet the developmental,
functional, and challenging academic achievement goals that have been established for all
children, so that their children will be prepared to lead productive, independent, adult lives.




                                                                                                  65
Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060019
Awardee: Maine Parent Federation
Title: SPIN: Statewide Parent Information Network
Project Director(s): LaChance, Janice
FY 2006 Amount Awarded: $191,416
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The goal of this project is to serve all families in Maine with children with disabilities
ages birth through 26 as identified by IDEA.

Grant/Contract #: H328M060023
Awardee: Resources for Children with Special Needs, Inc.
Title: A Parent Training and Information Center in New York City
Project Director(s): Schlesinger, Karen
FY 2006 Amount Awarded: $214,023
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: Resources for Children with Special Needs, Inc. (RCSN) was established by parents to
ensure that all NYC children from ages birth through 26 with any of the full range of disabilities,
their families, and the professionals who work with them have access to and obtain educational
and other services they need.

Grant/Contract #: H328M060024
Awardee: PTI Nebraska
Title: Parent Training and Information Center in Nebraska
Project Director(s): Davis, Glenda
FY 2006 Amount Awarded: $228,319
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to provide parents of children with disabilities, including
low-income parents, parents of limited English proficient children, and parents with disabilities,
with the training and information they need to enable them to participate effectively in helping
their children with disabilities meet developmental and functional goals, and the challenging
academic achievement goals that have been established for all children.




66
                                                Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060025
Awardee: Central Parent Parent Center, Inc.
Title: Assistance with Achieving Results in Education (AWARE): Florida, Region 2
Project Director(s): Gilley, Eileen
FY 2006 Amount Awarded: $287,100
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: AWARE will provide parents of children with disabilities, including low-income
parents, those with children of limited English proficiency, and parents with disabilities, with the
training and information they need to enable them to participate effectively in helping their
children meet developmental and functional goals and the Sunshine State Standards. The project
will ensure that children with disabilities and their parents receive training and information on
their rights, responsibilities, and protections under IDEA in order to develop the skills necessary
to cooperatively and effectively participate in planning and decision making related to early
intervention, educational, and transitional services.

Grant/Contract #: H328M060026
Awardee: Family Network on Disabilities of Florida, Inc.
Title: Parents of the Panhandle Information Network (POPIN)
Project Director(s): Ocampo, Ashley; La Belle, Richard
FY 2006 Amount Awarded: $99,000
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: Family Network on Disabilities of Florida Inc. (FND) has been Florida’s sole parent
training information center (PTI) since 1986. Providing training and information to students with
disabilities, their parents, and professionals on their rights and responsibilities under federal law
will continue to be a priority of the project, now focused on Region 1 of Florida where the PTI
will be called Parents of the Panhandle Information Network (POPIN).

Grant/Contract #: H328M060027
Awardee: Vermont Parent Information Center
Title: Families as Partners in Special Education
Project Director(s): Curtin, Constance
FY 2006 Amount Awarded: $191,931
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: This project will assist parents of children with disabilities, ages birth through 26, to
effectively participate in their children’s education, development, and transition to adult life.




                                                                                                     67
Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060028
Awardee: The Parents’ Place of Maryland, Inc.
Title: The Parents’ Place of Maryland, Inc.
Project Director(s): Thomas, Josie
FY 2006 Amount Awarded: $294,911
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The mission of the Parents’ Place is to enhance the ability of persons with disabilities
(ages birth through 26) to participate as fully as possible in home, school, and community life
through providing education, information and referral, individual technical assistance, and
support activities for their parents and families.

Grant/Contract #: H328M060029
Awardee: PEAK Parent Center, Inc.
Title: Colorado Parent Training and Information Center
Project Director(s): Buswell, Barbara
FY 2006 Amount Awarded: $527,567
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: PEAK Parent Center will provide training and information to Colorado families of
children ages birth through 26 with the full range of disabilities to enhance the parents’ ability to
participate actively in education decisions for their children. PEAK is designed to increase
families’ understanding of IDEA, knowledge of evidence-based practices, and advocacy skills so
that children with disabilities in Colorado will be served more effectively and achieve
positive outcomes.

Grant/Contract #: H328M060036
Awardee: APNI, Inc.
Title: Parent Training and Information Center Serving the Island of Puerto Rico
Project Director(s): Vila, Carmen Seles
FY 2006 Amount Awarded: $276,091
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The purpose of this project is to provide parents of children with disabilities in Puerto
Rico with the training and information they need to help their children. This help includes: (1)
meeting the developmental and functional goals and challenging academic standards that have
been established for all children; (2) preparing young adults to lead productive, independent
adult lives to the maximum extent possible; and (3) ensuring that children with disabilities and
their parents receive information and training on their rights, responsibilities, and protection
under IDEA.




68
                                               Project Abstracts—Training and Information for Parents


Grant/Contract #: H328M060037
Awardee: Nevada P.E.P., Inc.
Title: Parent Training and Information Center
Project Director(s): Taycher, Karen
FY 2006 Amount Awarded: $208,177
Beginning Date: 10/1/2006
Ending Date: 9/30/2011
Purpose: The goal of this project is to provide training and information to families of children
with disabilities, so that the families might help their children meet developmental and functional
goals and the challenging academic goals that have been established for all children.




                                                                                                  69
Appendix: Descriptions of Studies and
Evaluations Conducted in FY 2006
Pre-Elementary Education Longitudinal Study (PEELS). This study examines the preschool
and early elementary school experiences of children with disabilities and their performance over
time. It focuses on children’s preschool environments and experiences, their transition to
kindergarten, their kindergarten and early elementary education experiences, and their
performance over time on assessments of academic and adaptive skills (including social
development and participation in the classroom and community) as realized by ages 8 through
10. For more information, see www.PEELS.org.
National Longitudinal Transition Study-2 (NLTS2). The purpose of the study is to provide a
national picture of the experiences and achievements of students in special education during high
school and as they transition from high school to adult life. Data are collected on students’
individual and household characteristics; characteristics of their schools, school programs, and
classroom experiences; secondary school performance and outcomes; adults services and
supports; and early adult outcomes in employment, education and training, independence, and
social domains. These data are used to examine new issues facing youths in transition and to
suggest directions for service provision, research, and policy. NLTS2 was designed with many of
the same features of OSEP’s original NLTS (1987–93) in order to identify the nature and extent
of changes in the special education services provided to high school students and in their
postschool achievements in the last two decades. For more information, see www.nlts2.org.
An Evaluation of States’ Monitoring and Improvement Practices. In order to determine
whether compliance with IDEA supports positive results for children with disabilities, OSEP
designed and implemented a multifaceted monitoring process. The process is grounded in
seven basic principles: (1) It is continuous; (2) It relies on data-based decisions; (3) It focuses on
state-identified needs; (4) Results are made public; (5) The process includes technical assistance
and partnerships with stakeholders; (6) It promotes state accountability; and (7) It is based on
state self-assessment. OSEP has worked to refine and support states’ implementation of this
process since 2001. An evaluation at this juncture was developed to provide critical information
to improve and support the monitoring process and thereby develop better data on which to base
decisions about services. This, in turn, will lead to better results for children with disabilities and
their families. The evaluation study has three primary objectives: (1) to describe the scope and
nature of the various monitoring processes implemented by states or other entities for parts B and
C of IDEA, including general characteristics of the process, staff responsibilities and training,
and funding sources and levels; (2) to evaluate the effectiveness of states’ parts B and C of IDEA
monitoring processes identifying systemic causes of poor outcomes for children with disabilities
so that they can be ameliorated; and (3) to provide recommendations to states regarding potential
best practices in monitoring that should be more systematically investigated or widely
disseminated, and elements of states’ monitoring processes that could benefit from increased
resource allocations.
Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K) and Early
Childhood Longitudinal Study-Birth Cohort (ECLS-B). The Early Childhood Longitudinal
Study (ECLS) program is conducted by the Department of Education’s Institute of Education
Science’s National Center for Education Statistics. ECLS provides national data on children’s

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status at birth and at various points thereafter; children’s transitions to non-parental care, early
education programs, and school; and children’s experiences and growth through the eighth grade.
ECLS also provides data to test hypotheses about the effects of a wide range of family, school,
community, and individual variables on children’s development, early learning, and early
performance in school. The birth cohort follows a sample of children from birth through
kindergarten entry. The kindergarten cohort follows a sample of children from kindergarten
through the eighth grade. For more information, see http://nces.ed.gov/ecls.
National Study on Alternate Assessments (NSAA). (This project did not receive funds in
FY 2006, but it is continuing operation until 2009). The purpose of this study is to: determine the
current status of alternate assessment development, policy and practice in the states; identify past
and current trends and possible future directions in alternate assessment; describe how alternate
assessment policies and practices are implemented for individual students with disabilities, their
teachers, and families; and identify how variations in policy and practice relate to student
experiences and selected outcomes. It will address these topics by a variety of activities that
include a telephone survey of respondents in the 50 states and the District of Columbia, analysis
of pertinent state documents, production of state and national profiles, in-depth case studies, and
a quantitative analysis of data collected during the case studies.
Design of the National Assessment of the Individuals with Disabilities Education
Improvement Act of 2004 (IDEA 2004). The purpose of this study is to inform the design of
the Congressionally-mandated national assessment of IDEA 2004. The design contract includes
the following activities: (a) convene a technical working group of early intervention, special
education, and evaluation experts to consider implementation, outcomes, and impact questions
for the national assessment; (b) review and document extant data that may be useful in answering
these questions; (c) determine what evaluation questions require new data collection; and (d)
describe design options for studying the implementation and impacts of programs and services
supported under IDEA 2004. The final report for the design contract is due in July 2007, and will
include options for analyses of extant data, new data collection, and experimental or
quasi-experimental impact studies under the evaluation contract(s) that will be awarded in
FY 2007.
Design Task for an Evaluation of the Special Education—Personnel Development to
Improve Services and Results for Children with Disabilities program. The purpose of this
design task is to develop design options for an evaluation of the implementation, outcomes, and
impacts of the Special Education—Personnel Development to Improve Services and Results for
Children with Disabilities program. A review of grantee information and a critical review of key
studies will take place that investigates what personnel should know and be able to do and the
effectiveness of special education personnel preparation programs on personnel’s knowledge,
skills, and practices on student achievement. This review will help to inform the evaluation
questions and design options for an evaluation contract that will be awarded in FY 2007. An
expert panel will offer guidance on evaluation questions and design options.




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The Department of Education's mission is to promote student achievement and
       preparation for global competitiveness by fostering educational
                   excellence and ensuring equal access.

                               www.ed.gov

								
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